Formation of readiness components among educational psychologists to work with schoolchildren who have experienced traumatic events, including children of veterans (participants) of a Special Military Operation

Context and relevance. Students whose parents (legal representatives) are veterans (participants) of a Special Military Operation (SMO) currently need special comprehensive support and support in the process of their education, socialization, upbringing and development. In order to successfully overcome a traumatic crisis situation, children need the qualified help of specialists who are ready to implement their professional activities at the proper level. Objective. To study the structure of the readiness of educational psychologists to work with schoolchildren of veterans (participants) of the SMO; to assess the formation of the components of this readiness and to develop an educational and methodological basis for their formation. Hypothesis. Modern educational psychologists have an insufficient level of readiness to work with complex traumas in children, they do not fully master the technologies of work in the case of a traumatic situation. Methods and materials. The willingness of a educational psychologist to work with children who have experienced traumatic events, including the children of veterans (participants) of their education, is considered by us as a unity of four interrelated components — motivational-value, cognitive, communicative-practical, reflexive-evaluative — each of which involves the use of appropriate psychological and pedagogical technologies. The study was conducted in January—February 2026. The sample consisted of 450 educational psychologists working in various organizations of the Russian Federation. Results. Modern educational psychologists face difficulties when working with children who have experienced traumatic events. There is an insufficient level of their readiness to provide assistance in such situations, as well as limited knowledge of the necessary psychological and pedagogical technologies. Conclusions. The research formed the basis for the development of a practice-oriented educational and methodological framework for educational psychologists aimed at: formation of motivation and value orientations; development of cognitive skills; improvement of communicative and practical skills; development of reflection and self-esteem.

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