Building stress resistance through trauma-informed practices in higher education

Abstract

In wartime, it is particularly significant to rethink approaches to organizing the educational process in higher education institutions. A trauma-informed approach makes it possible to respond to new challenges caused by traumatic experiences and to create an educational environment that promotes mental health and builds trust and support among participants in the educational process. This approach is an important element of the pedagogical conditions for the development of stress resistance, as it provides for safety, stability, recognition of students’ needs, reliance on personal strengths, and support for psycho-emotional self-regulation. Thus, the introduction of the principles of a trauma informed approach into the educational process is not only a response to the needs of today’s students, but also a strategy for long-term influence on their personal growth and adaptability to difficult life circumstances.