IMPACT OF PARENTS ON THE PSYCHO-EMOTIONAL STATUS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN A MILITARY CONFLICT

Abstract

This article examines the mental health of children with special educational needs (SEN) in wartime and sets out models of support for them and their families. The aim is to summarise international and national data on the impact of emergencies and armed conflicts on the psycho-emotional state of children with SEN and to identify relevant approaches for Ukraine. The methodological basis is an analysis of academic sources from 2000–2025 (empirical studies, meta-analyses, programme reports). It is shown that during prolonged hostilities and chronic stress, children with SEN more frequently exhibit heightened anxiety, emotional instability, sleep disturbances and cognitive difficulties; assessments by parents and teachers consistently indicate a predominance of emotional and behavioural manifestations in daily functioning. Parents’ mental health is a key factor moderating the impact of traumatic events on the child (the family / transgenerational trauma model), and changes in parenting practices can both exacerbate risks and serve a protective function. The feasibility of integrated support models combining short positive parenting modules, psychoeducation, inclusive educational approaches and accessible social services has been substantiated; multidisciplinary teams and remote support formats are critically important for communities with a shortage of specialists. The need to reduce the stigma surrounding mental health and to raise awareness among parents and teachers through systematic communication initiatives has been emphasised. A key priority identified was the standardised evaluation of programme effectiveness using valid indicators and addressing gaps in the evidence base. It was concluded that a multi-level, family-oriented support system is the most promising approach for ensuring the mental well-being of children with special educational needs in wartime conditions