Ukrainian teachers’ stress and coping during the war

This study investigated stress and coping among 724 Ukrainian secondary school teachers during the ongoing war with Russia by applying a mixed methods approach, using the Perceived Stress Scale to quantify subjective stress levels, and open-ended questions on their challenges and coping strategies. Results revealed significantly elevated stress levels. Challenges encompassed teacher-related, environment-related, and student-related issues. Coping strategies included problem- and emotion-focused engagement and disengagement approaches. Notably, teachers habituated to stress over time, and their professional duty and teaching joy were protective factors. This study highlighted unique stressors and coping mechanisms of Ukrainian teachers, offering insights for support in war-affected regions. • Ukrainian teachers exhibited higher stress levels than peers, linked to the ongoing war. • Teachers navigated their trauma while supporting students in resource-constrained settings. • Stress management involved problem-focused and emotion-focused coping strategies. • Teachers habituated to stress, raising concerns about long-term impacts on their well-being. • Despite challenges, teachers derived purpose and joy from supporting students in war

Coping (psychology · Linguistics · Mathematics education · Pedagogy · Ukrainian · Clinical Psychology · Educational Methods and Teacher Development · Military, Security, and Education Studies · Philosophy · Psychology · Psychology of Development and Education

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