Травмоінформована педагогіка: педагогіка зростання в умовах надзвичайних ситуацій

Formulation of the problem. Russian troops are purposefully destroying educational institutions, which causes extreme conditions for the educational process. According to the data of the “Saveschools” project created by the Ministry of Education and Science of Ukraine, as of 06/15/2025, 4063 educational institutions in Ukraine were affected by bombing and shelling, 387 of them were completely destroyed. The above conditions and other challenges of the war cause traumatic experiences, emotional tension and stressful challenges of varying complexity for participants in the educational process. The aim of the research was to develop an elective course “Trauma-Informed Pedagogy” for educational professional/knowledge programs of the field of knowledge A Education, in order to prepare future teachers to work with children who have encountered war; a course of advanced training for teachers, an all-Ukrainian webinar for teachers of educational programs of pedagogical specialties, webinars for students of pedagogical specialties. Research methods: To achieve the goal, appropriate methods of psychological and pedagogical research were used: theoretical analysis of concepts and practices of various areas of trauma-informed psychotherapy, the possibility of their integration into the academic discipline “Pedagogy”. The source base of the study was the results of a search in scientometric and scientific databases (Web of Science (WoS), Elsevier's Scopus and Google Scholar, the database of scientific periodicals of the V.I. Vernadsky National Library of Ukraine) for the following keywords: "pedagogy", "positive transcultural psychotherapy", "professional competence of a teacher". Research Results and conclusions: 1. The content of the TIP course included: practical tools of emotional recovery for teachers, students and pupils; neurobiology of trauma and resilience; trauma-oriented approach in education. The content factor that determined the effectiveness of the course was the neurobiological basis of stress, which ensured teachers' trust in stabilization techniques, allowed them to see cause-and-effect relationships and, as a result, to more actively use the techniques for children and themselves. 2. The structure of the seminars consisted of three 30-minute parts, which included: 1) practice that a teacher could use in the educational process for himself and for children; 2) module theory; 3) psychotherapeutic practices of group work to reduce emotional tension from prolonged stress and process traumatic experiences. Prospects for further research to improve and supplement the course with other psychotherapeutic techniques.