Socio-pedagogical support for children from internally displaced families in the context of war

Abstract

The article explores the specifics of socio-pedagogical support for children from families
of internally displaced persons (IDPs) in the context of social instability caused by the
war in Ukraine. It highlights the complex social, psychological, and educational
challenges that displaced children face, including difficulties in adapting to new social
environments, disruptions in learning, emotional instability, and problems with social
communication. Given these challenges, the importance of comprehensive and
personalized support for these children is emphasized, recognizing that each child's
experience and needs are unique.
The study presents a detailed technology of socio-pedagogical support, structured as a
multi-stage process aimed at fostering the social competence of displaced children. This
technology is designed to help children develop a responsible civic position, strengthen
leadership qualities, and establish positive interactions within peer groups. It also
facilitates their successful integration into new social environments, minimizing the risk
of isolation and conflict. The support process is flexible, adapting to the specific
conditions and needs of each child.
The proposed technology of socio-pedagogical support is presented as a nine-stage
process. It begins with diagnosing the needs and conditions of displaced children,
followed by analyzing the collected data, setting objectives, and developing
individualized support plans. Further stages include consulting and training for educators
and parents, experimental implementation of the support measures, reflective
evaluation, large-scale implementation, and continuous monitoring to assess the
effectiveness of the support provided. Such a structured approach ensures that the
socio-pedagogical support is systematic, adaptable, and responsive to the evolving
needs of children from IDP families.