PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF HIGHER EDUCATION STUDENTS DURING THE PERIOD OF MARTIAL STATUS

Introduction. The examination of prior research conducted in various countries, drawing on the synthesis provided by researcher Ye. Vynogradova, reveals that individuals affected by armed conflicts commonly experience adverse effects on their mental health. Statistics indicate that one in every five individuals encounters detrimental consequences, with one in every ten developing moderate to severe mental health conditions. Among students, these circumstances often result in reduced productivity and diminished academic motivation. The challenges posed by difficult living conditions, involuntary displacement, perpetual feelings of insecurity, grief, fear, anxiety, ongoing stress, and fatigue significantly contribute to these outcomes. The vitality, health, and collective morale of a society, particularly its ability to navigate and thrive amidst critical situations, hinge upon collaboration, effective communication, and the competent execution of tasks by both scientific and pedagogical professionals – especially during wartime or mobilization scenarios. Each stakeholder, be it the educator or the learner, shoulders the responsibility for their safety and the safety of others within the educational sphere. Understanding and foreseeing challenging circumstances, accurately assessing risks in potentially hazardous situations, recognizing imminent danger, comprehending appropriate courses of action, and crucially, maintaining composure during critical moments all play pivotal roles. Coping behavior encompasses an individual's conscious efforts to navigate stressful situations, aiming to address tangible issues, manage emotionalexperiences, adjust self-perception (while ensuring it aligns with realistic abilities), and regulate interactions within their environment. Based on the findings of the empirical research conducted, it is evident that the higher education students under study demonstrate a sense of «maturity». A majority of these students exhibit a conscious and responsible approach toward life, perceiving it as inherently productive, meaningful, and rich in valuable experiences. However, a notable portion of the researched cohort tends to consider external forces and situational factors significantly when making decisions, this subgroup holds flexible life goals.The aim of this study is to examine the stress resilience and the meaningful life orientations among students in higher education.Problem Formulation. One of the critical issues in personality research, especially in highly challenging circumstances, pertains to the development of psychological stability. This factor significantly influences an individual's mental and somatic health, serves as a barrier against disintegration and personality disorders, and lays the groundwork for internal harmony. Stress resistance represents a distinct trait indicating a person's developed or acquired capacity to withstand stressful situations, uphold internal equilibrium, and sustain productivity and success in educational or professional pursuits.Conclusion. In conclusion, fostering stress resistance among higher education students necessitates their engagement in activities offering increased freedom of choice and diverse approaches to solving complex tasks. This process also involves adjusting their actions based on both theoretical knowledge and practical experiences, accompanied by robust communication and social support systems. Experimental findings have substantiated the correlation between stress resistance in education students and the cultivation of meaningful life orientations, underscoring the significance of these orientations in shaping behavioral coping strategies.