EDUCATIONAL SPACE AS A RESOURCE FOR SOCIAL SUPPORT FOR CHILDREN OF INTERNALLY DISPLACED PERSONS IN TERRITORIAL COMMUNITIES

Abstract

In the article, the educational space is considered as a multidimensional environment that combines educational, social, psychological, and integration functions in the process of supporting children of internally displaced persons in conditions of decentralisation and martial law. The relevance of the study is determined by the need to develop an effective system of social assistance for children who have experienced trauma within the educational and community environments. The purpose of the article is to substantiate the theoretical and practical foundations for using the educational space as a resource for social support for IDP children and to identify areas for its improvement in the territorial communities of Ukraine. The community’s educational space serves as a strategic resource for social policy aimed at restoring psychological and emotional well-being, forming social ties, and ensuring equal access to education. It has been determined that the educational, socialisation, inclusive and therapeutic functions of the educational environment contribute to the adaptation of children of internally displaced persons, the development of their cognitive and communication skills, and the reduction of anxiety and isolation. Coordination between all participants in the educational environment is identified as an important component of ensuring effective social support for children of internally displaced persons in educational institutions. Each professional group – teachers, social educators and administrators – plays a unique role in creating a system of security, trust and child development. The essence of partnership between the community and educational institutions as a condition for providing comprehensive support to children and families of displaced persons is revealed. The directions for improving the educational space are substantiated: institutional strengthening of partnerships, digitisation of education, development of an inclusive environment, introduction of supervisory support for teachers, and systematic monitoring of the effectiveness of social and educational programmes.