A recent study conducted by researchers from the University of Illinois has revealed remarkable benefits for Ukrainian teachers. Our research sheds light on the ways a virtual intervention is increasing youth mental health and psychosocial support competencies. The program, called Psychosocial Support for Educators (PSE), trained educators in conflict zones to assist distressed students and families affected by the ongoing war in Ukraine. Americares commissioned other research that underscores the life-saving criticality of mental health training in war-torn communities. Fielding the study This research was conducted in partnership with the Kyiv-based NGO, Smart Osvita.
Tara Powell, an Illinois professor and associate dean for research in social work, was a co-author of the study. She directed the study, serving as its principal author. Rebecca Carney, formerly a mental health and psychosocial support coordinator at Americares, was one of the co-authors. Jenna Muller, who’s now a graduate student at Illinois, played a big role in the work. Together, they explored ways in which PSE equipped teachers to meet the complex psychological needs of students in the context of persistent conflict.
The PSE Program and its Implementation
Ukrainian psychologists joined forces with Smart Osvita to develop the PSE program. We co-created training materials that reflected the specific emotional and professional burdens of educators serving in current active war zones. The research included teachers from three of these conflict zones, where heavy military shelling has targeted and decimated schools and other educational institutions. New report finds that over 3,700 schools and universities have been damaged in Ukraine. Most of these establishments have been reduced to rubble since the war started.
The majority of study participants were veteran women educators. About a third of them had more than 16 years of teaching experience. Over 62% were employed in secondary education, while about 26% of respondents taught in primary education venues. This large demographic is key to finding a mental health training that will work. Their wisdom and experience support and guide educators as we hold and protect students through this firing storm.
According Oksana Makarenko, one of the primary researchers involved with the study, that was the greatest challenge they faced—the difficulty in finding participants.
“It was quite challenging for us to organize and secure a sufficient number of participants to conduct a representative study,” – Oksana Makarenko
Many participants encountered logistical barriers because of persistent bombardment and extensive destruction of energy infrastructure.
“Due to ongoing shelling across regions of Ukraine, some participants were forced to interrupt their online learning sessions and move to shelters. Widespread damage to Ukraine’s energy infrastructure also led to prolonged power outages and the loss of internet access, making it impossible for many participants to attend group sessions for hours or even days,” – Oksana Makarenko
Positive Outcomes for Educators and Students
Our study’s findings provide strong qualitative support that engaging in PSE training led to tangible mental health benefits for participants. Educators who went through the program showed demonstrable decreases in anxiety and depression. They reported better overall sense of wellness and enhanced preparedness to serve their students.
Tara Powell, who taught the de-escalation training, stressed the value of this training, especially in areas of conflict.
“The importance of enhancing teachers’ knowledge of mental health and psychosocial support skills in conflict regions cannot be overstated,” – Tara Powell
She went on to explain the significance of what they found. Students in these fields consistently face multifactored psychological burdens.
“Students in these areas have complex psychological needs, and our findings suggest that the PSE intervention increases teachers’ preparation for dealing with them,” – Tara Powell
The powerful research outcomes demonstrated that educators who were involved in PSE saw remarkable changes for the better in their mental health. They reported an increased awareness and preparedness to deliver psychological first aid, as compared to their untrained peers.
“We found that the educators in the PSE treatment group reported significantly greater improvements in their mental health, well-being, knowledge of psychosocial support strategies, and readiness to provide psychological support to students compared with their peers in the control group,” – Tara Powell
Long-term Impact of Virtual Training
This study marks a tremendous step towards understanding the impact of virtual mental health training for educators. It particularly zeroes in on those with the greatest need. Perhaps most striking is the lasting effect on teachers’ mental health.
According to Rose Hogan, another co-author of the study, one of the most exciting aspects was seeing long-term benefits among PSE participants.
“This study is one of the first to demonstrate the positive and lasting impact of virtual mental health training for educators living through this war,” – Rose Hogan
Hogan reiterated the need for targeted psychosocial support. This level of sustained support is critical to building resilience among teachers who balance their roles as both educators and survivors.
“The findings highlight how targeted psychosocial support can strengthen the mental health and resilience of teachers—who are often both caregivers and survivors—so they are better equipped to support the children in their classrooms,” – Rose Hogan
The benefits of this research are much more immediate to the classroom teachers. It discloses a critical route toward making educational spaces, especially in countries facing conflict, healthier and safer through the effective treatment of mental health.