Iryna Nadyukova, a graduate student at Ludwig Maximilians University (LMU) in Munich, embarked on her master’s thesis research with a focus on comparing teacher-student interactions between German and Ukrainian educational institutions. However, the onset of the full-scale Russian invasion of Ukraine on February 24, 2022, shifted her priorities significantly. Faced with the immediate distress caused by war, Iryna found herself compelled to contribute actively to humanitarian efforts and explore the psychological impacts of the war on Ukrainian educators.
In the wake of the invasion, Iryna initially dedicated her time to a faculty aid initiative that provided significant logistical support, including organizing multiple aid trucks filled with essential supplies heading into Ukraine. As a vital part of her outreach, Iryna also volunteered her time to offer psychological support to refugees and taught German to young students in collaboration with the non-governmental organization “Lern-Fair.” The clear urgency of the situation led her to pivot her master’s thesis away from its planned trajectory into a critical inquiry about the psychological state of Ukrainian teachers amidst ongoing conflict.
Her revised research aimed to understand the depth of stress experienced by Ukrainian educators during wartime. She sought to uncover how they coped with their own traumatic circumstances while maintaining a sense of duty to their students. Despite initial skepticism from her academic supervisor, Professor Anne Frenzel, regarding the feasibility of collecting relevant data during such chaotic times, Iryna leveraged the robust digital communication networks among Ukrainian educators to develop a comprehensive study. Through these networks, she effectively gathered a representative sample of more than 700 teachers willing to participate by completing a questionnaire composed of both closed and open-ended questions.
The findings of Iryna’s research, recently published in the esteemed journal "Teaching and Teacher Education," highlighted a stark increase in the psychological stress experienced by teachers during war, as compared to that faced during the preceding COVID-19 pandemic. The educational landscape for teachers had already undergone a profound transformation as schools transitioned to online instruction due to the pandemic. With the onset of the war, the instability and danger added layers of complexity to educational delivery that few could have anticipated.
In practical terms, the absence of stable infrastructure and the constant threat of bombings compelled many Ukrainian schools without adequate bomb shelters to conduct lessons virtually. For schools equipped with air-raid shelters, the reality was grim — classes had to be conducted in split groups at different times to accommodate limited space. When sirens blared, both teachers and students were forced to evacuate to these shelters, where the chaotic atmosphere severely hampered any semblance of effective teaching or learning. Reports from teachers describe these experiences, conveying a poignant reality in which educational continuity was overshadowed by public safety concerns amid the ongoing conflict.
Amid this turmoil, Iryna drew inspiration from numerous educators who exemplified resilience, often finding emotional strength in their relationships with students. Many teachers expressed that their commitment to fostering a sense of security and stability for their pupils became a vital source of motivation for them. In navigating the uncertain traumatic environment, several educators took it upon themselves to provide comfort to students grappling with fears and anxieties about their families’ safety and their own futures.
This dynamic was not solely a source of emotional distress, but also a critical element of survival for these teachers. Professor Frenzel articulated this notion eloquently, recognizing that alleviating their students’ fears could help teachers find meaning and fulfillment in their own challenging circumstances. Iryna’s insights into the coping mechanisms employed by educators demonstrated the significance of emotional resources derived from mutual support and community bonding in crisis situations.
The implications of Iryna’s study extend beyond academic conclusions, offering practical strategies for emotionally regulating oneself in times of extreme stress. She suggests that shifting perspectives can radically alter how individuals experience their day-to-day challenges. For educators in war-torn contexts, reframing the narrative from a focus on suffering to one centered on meaningful engagement with their work can provide crucial emotional support.
With the conclusion of her research and the potent stories she captured, Iryna felt a deepened sense of responsibility to amplify the voices of these educators. Many had quietly endured their trauma, driven by an unwavering dedication to their students. This sense of purpose acted as a lifeline, propelling them through harrowing circumstances while cultivating a renewed zeal for their profession.
Having returned to her home city of Lviv, Iryna currently works as an Education Project Coordinator with the Norwegian Refugee Council. In this role, her focus shifts to equipping teachers with tools to manage stress and cultivate resilience in their own lives and within their classroom environments. She emphasizes the importance of addressing emotional health, underscoring the need to combat burnout that can ensue from sustained periods of high stress and emotional labor.
Iryna’s program teaches educators about the mental and physical aspects of stress, advocating for practical mindfulness techniques. She introduces accessible exercises aimed at reducing anxiety, such as controlled breathing techniques and visualization strategies, which can be beneficial when faced with overwhelming external circumstances. Alongside these strategies, she trains teachers to incorporate similar techniques into their classrooms, allowing students to find moments of peace and relaxation during turbulent times.
Through her work in this capacity, Iryna draws from her training as a meditation and mindfulness coach, an expertise that has been invaluable for not only her professional responsibilities but also her personal well-being. The ongoing conflict in Ukraine poses uncertain challenges for her future, yet her commitment to supporting the educational community remains steadfast. Iryna and her colleagues recognize that even after the cessation of hostilities, the psychological toll experienced by educators will necessitate ongoing support and resources for recovery and restoration.
In summary, the experiences of Ukrainian teachers during this time of conflict reveal profound insights into the nature of human resilience, the importance of community, and the enduring power of purpose even in the face of overwhelming adversity. Iryna Nadyukova’s research serves as a testament to the strength of educators and the critical role they play not just in teaching but in fostering emotional safety and wellness amid chaos. As the world reflects on the broader implications of such experiences, it is evident that educators are essential pillars of society, deserving of support and recognition for their courage and commitment, particularly in times of crisis.
Subject of Research: Psychological stress of teachers in war-torn Ukraine
Article Title: Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study
News Publication Date: 4-Feb-2025
Web References: Teaching and Teacher Education
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Image Credits: N/A
Keywords: Ukraine, War, Teachers, Psychological Stress, Education, Coping Mechanisms, Resilience, Humanitarian Efforts, Mindfulness, Research, Mental Health, Community Support.
