Comprehensive support for blind and visually impaired students: integrating psychotherapy to overcome academic stress — experience of Vladimir State University

This article examines the potential of a comprehensive support framework to address academic stress and promote successful adaptation among students with visual impairments during their higher education journey. Drawing on a decade-long experience (2015–2025) of inclusive education for students with sensory impairments at Vladimir State University, the study analyzes the multifaceted dimensions of psychological, pedagogical, social, and psychotherapeutic support implemented across all educational stages. A mixed-methods approach, involving surveys, psychological testing (e.g., the Academic Stress Test and Strategic Approach to Coping Scale questionnaire), and observational data from 20 students, was employed to assess stress levels and coping mechanisms. The findings indicate that while psychological consultations and pedagogical interventions effectively mitigate stress for many students, approximately one-fifth of senior students exhibit persistent high stress levels, highlighting the limitations of standard support. This underscores the necessity of integrating targeted psychotherapeutic interventions, including existential-humanistic, psychodynamic, cognitive-behavioral approaches, and innovative art therapy methods (e.g., beading and scrapbooking), which have demonstrated significant potential in reducing stress, enhancing self-actualization, and fostering social integration. These results contribute to the growing body of knowledge on inclusive education and offer practical insights for designing tailored support systems to address the complex socio-psychological needs of visually impaired students. Keywords: blind and visually impaired students; academic stress; psychotherapy; comprehensive support.