SOCIAL ADAPTATION OF CHILDREN WHO HAVE SURVIVED COMBAT

Abstract

The article explores the multifaceted process of social adaptation among children who have experienced the traumatic consequences of war in Ukraine. It analyzes the psycho-emotional impact of the full-scale armed conflict, including the prevalence of post-traumatic stress disorder (PTSD), symptoms of toxic stress, emotional instability, learning difficulties, and disruptions in social interaction. Particular attention is given to age-specific responses to trauma, interpreted through the theoretical frameworks of E. Erikson, L. Vygotsky, J. Bowlby, and U. Bronfenbrenner, which provide a deeper understanding of child development in crisis conditions. The study emphasizes the role of family, school, and social institutions in restoring a fundamental sense of safety and trust in the world. It highlights the importance of creating a holistic supportive environment that combines pedagogical guidance, psychosocial interventions (art therapy, fairy-tale therapy, and emotional learning programs), and coordinated social services. Pedagogical strategies aimed at fostering emotional regulation, developing communication skills, and strengthening social ties among war-affected children are outlined. The findings underscore the necessity of a comprehensive, interdisciplinary approach that integrates the resources of families, schools, and communities to facilitate the effective recovery of children’s social functioning in the post-war context. The research also emphasizes the significance of cultural identity and civic belonging as essential factors in children’s successful social adaptation. Preserving national traditions, language, and collective memory fosters a stronger sense of community, which, in turn, enhances resilience and helps overcome feelings of isolation. The practical value of the study lies in formulating recommendations for educational and social policies aimed at reintegrating children into learning and community environments. The findings may serve as a foundation for educators, psychologists, social workers, and governmental institutions to design effective support programs for war-affected children and to facilitate knowledge exchange at the international level.