PSYCHOLOGICAL FEATURES OF FORMING MENTAL HEALTH OF PARTICIPANTS IN THE EDUCATIONAL PROCESS OF A HIGHER EDUCATION INSTITUTION UNDER MARTIAL LAW CONDITIONS

Abstract

The article is devoted to the theoretical and empirical study of the problem of forming mental health among participants in the educational process of higher education institutions under martial law conditions. The paper provides an analysis of modern approaches to identifying the main causes of distress during wartime and its impact on the mental health of educational process participants. Particular attention is paid to the empirical study of psychological factors influencing the formation of mental health among teachers and students in the context of martial law. The study demonstrated that an 8-week psychocorrectional program for teachers and a 6-week psychological support program for students significantly improved participants' mental health. Thematic analysis of teachers' interviews revealed a shift from reactive to proactive strategies. The programs contributed to reducing negative psychological states and enhancing stress resilience in both groups. The authors conclude that the priority task for higher education institutions under martial law is the creation of a comprehensive system of psychological support for participants in the educational process. Such psychological support is based on specific conditions for improving the mental health of higher education institution teachers: socio- psychological support, enhancing stress resilience, maintaining a balance between work and personal life, positive communication and experience sharing with colleagues, access to reliable, timely, and clear information, and working in a safe educational environment. For students, these conditions include timely access to professional psychological assistance, self-care practices, development of social connections, seeking social support, utilization of available psychological resources, and adherence to healthy lifestyle principles.