Trauma-Informed Education in pre-service teacher training during The Wartime: a Case Study of Ukraine

The article delves into the indispensable requirement for integrating trauma-informed education within pre-service teacher training programs, particularly spotlighting the context of ongoing military confrontations in Ukraine and focusing attention on stress the pupils undergo every day. It underscores the escalating armed conflicts' contribution to significant social and emotional challenges within communities, thereby stressing the pivotal role of teachers in offering essential support and care. The research underscores the significance of equipping future teachers with the knowledge and skills necessary to address and support the complex social and emotional needs of students affected by war-related trauma. It refers to the Council of Europe's Trauma-Informed Youth Work Program as a key initiative in building resilience among Ukrainian students facing such trauma. An empirical study surveying 120 students reveals the significant impact of war on their well-being, with many struggling with stress directly linked to conflict. The research advocates for trauma-informed education as essential for ensuring equal access to education and inclusivity in areas affected by conflict, aligning with the UN's goal of reducing inequalities. It positions trauma-informed education as a crucial element of educational reform, vital for empowering educators to support students amid crises.

The online version contains supplementary material available at 10.1007/s40653-025-00741-x.