Арт-терапія в освітньому середовищі: шляхи подолання стресу та ПТСР серед педагогічних працівників

The article actualizes the problem of psycho-emotional stress of teachers in connection with hostilities and social challenges. It is determined that the issue of maintaining the psychological well-being of educators is a component of educational security. The purpose of the study is to identify the psycho-emotional state of primary school teachers and substantiate the potential of art therapy technologies in overcoming the symptoms of stress and PTSD. The work uses the design of empirical research using questionnaires to collect quantitative and qualitative data. The psycho-emotional characteristics of school employees and their readiness to use art therapy practices are analyzed. Descriptive statistics are used to assess the level of emotional exhaustion, psychological stability, and coping strategies. The hypothesis of the study was to suggest that the integration of art therapy practices helps to increase stress resistance and reduce burnout. It was found that only a third of respondents have experience in using art practices. A questionnaire with blocks was methodically used to assess socio-demographic characteristics, psycho-emotional state, stress level, the use of coping strategies, and awareness of art therapy. A statistical analysis of the results obtained is carried out with the calculation of mean values, median, mode, standard deviation and coefficients of variation. In the course of the study, signs of emotional exhaustion were identified, the need for psychological support was confirmed, and the level of psychological stability of teachers was characterized. The level of readiness for the introduction of art therapy technologies has been assessed, recommendations for the integration of art therapy into the educational environment for the prevention of burnout have been formulated. The possibilities of using creative practices as a tool of psychological self-help are generalized. The theoretical significance of the study lies in clarifying approaches to the use of art therapy in the educational environment. Practical significance is manifested in the possibility of introducing art practices as an accessible means of supporting teachers in schools. The originality of the study is determined by the combination of psychological and educational contexts in wartime. The main conclusion is the need for the systematic use of art therapy technologies to preserve the emotional stability of educators. Prospects for further research are the approbation of specific art methods in schools and the assessment of their effectiveness. The type of article is empirical.