PSYCHOLOGICAL CHALLENGES AND EDUCATIONAL CREATIVITY OF UKRAINIAN TEACHERS DURING WAR: FURTHER EXPLORING THE POTENTIAL OF MORITA THERAPY

This study explores the psychological condition of Ukrainian teachers under prolonged wartime conditions, focusing on mental health, coping strategies, and educational creativity. A nationwide survey conducted in October 2024 (n = 667) revealed that 57.3% of teachers scored above the clinical cut-off on the Kessler Psychological Distress Scale (K10), indicating severe psychological distress. Despite this, teachers demonstrated resilience and employed creative strategies to support students, such as storytelling, humour, and emotional openness. “Jokes and life stories” emerged as the most frequently selected coping strategy. The study also compared preferences for internal (introspective, cognitive-emotional) therapies and external (bodily or expressive) therapies. While both were valued, internal approaches were slightly preferred. Notably, correlational analysis suggested that Morita Therapy’s pathological mechanisms—such as avoidance behaviours and self-preoccupation – may help explain Ukrainian teachers’ mental health difficulties, indicating cultural applicability. Over 90% of participants found Morita Therapy helpful. These findings underscore the importance of integrated, culturally sensitive psychological support that balances internal reflection with embodied, practical interventions for educators working in crisis environments.