Skip to Main Content

Psychological Science and Education
2025. Vol. 30, no. 6, 36–53
doi:10.17759/pse.2025300603
ISSN: 1814-2052 / 2311-7273 (online)

Psychological consequences of traumatic experiences related to hostilities in primary school students: perspectives of parents and teachers

 
Audio is AI-generated
0

, , , , ,

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

Context and relevance. The problem of the psychological well-being of children who have experienced the consequences of hostilities has gained particular importance, especially for younger school-age children, whose psyche is especially vulnerable to the effects of stressful factors due to a critical period of development. Objective. To study the psychological consequences of traumatic experiences and the current psychological state of younger schoolchildren affected by hostilities, basing on assessments by paired significant adults. Hypotheses. 1) The content of traumatic experiences and their psychological consequences in children of grades 1–4 differ depending on the extent to which their places of residence are or were involved in the consequences of hostilities. 2) Assessments by significant adults are informative regarding the severity of maladaptation manifestations, signs of post-traumatic stress disorder (PTSD), and the child's psychological coping resources; they are complementary to each other and can be used for screening the condition of younger school-age children who have been affected to varying degrees by military actions. Methods and materials. The study involved 5046 adults, including 2524 teachers, class supervisors of primary school classes in general educational institutions, and 2524 parents (legal guardians and other close relatives) of children aged 6 to 12 years attending grades 1–4. An author's screening questionnaire was used to evaluate the condition of children who experienced the consequences of military actions. Parents completed a parental version of the mentioned screening tool to describe the children's condition, as well as a trauma experience questionnaire (N.V. Tarabrina). Results. The study identified significant consequences of traumatic experiences in younger schoolchildren affected by military actions, based on assessments by teachers and parents. Conclusions. The analysis of assessments by significant adults allowed for forming a general understanding of the severity and prevalence of maladaptation manifestations and PTSD signs in children from regions differently affected by the consequences of military actions and the traumatic events they experienced, as well as the intensity of psychological resources mediating the impact of traumatic events on the psyche of younger school-age children. The obtained data on the condition of children from regions affected to varying degrees by military actions confirmed the necessity of considering the regional factor.

General Information

Keywords: traumatic experience, hostilities, posttraumatic stress disorder (PTSD) psychological maladjustment, students, primary school age, parents (legal representatives), teachers

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2025300603

Funding. The study was supported by the Russian Science Foundation, project number 25-28-01370, https://rscf.ru/project/25-28-01370/.

Received 19.09.2025

Revised 24.11.2025

Accepted

Published

For citation: Ulyanina, O.A., Yurchuk, O.L., Aleksandrova, L.A., Taranenko, O.A., Nikiforova, E.A., Faizullina, K.A. (2025). Psychological consequences of traumatic experiences related to hostilities in primary school students: perspectives of parents and teachers. Psychological Science and Education, 30(6), 36–53. (In Russ.). https://doi.org/10.17759/pse.2025300603

© Ulyanina O.A., Yurchuk O.L., Aleksandrova L.A., Taranenko O.A., Nikiforova E.A., Faizullina K.A., 2025

License: CC BY-NC 4.0

References

  1. Ершова, И.Б., Глушко, Ю.В. (2017). Особенности психосоматического статуса детей 7-9 лет, испытавших стресс в результате военных действий. Университетская клиника, 3-2(24), 44—48.
    Ershova, I.B., Glushko, Yu.V. (2017). Features of the psychosomatic status of children aged 7-9 who experienced stress as a result of military actions. University Clinic, 3-2(24), 44—48. (In Russ.).
  2. Ершова, И.Б., Глушко, Ю.В. (2019). Влияние условий проживания в зоне военного конфликта на здоровье младших школьников. Российский педиатрический журнал, 22(6), 373—379.
    Ershova, I.B., Glushko, Yu.V. (2019). The impact of living conditions in a military conflict zone on the health of younger schoolchildren. Russian Pediatric Journal, 22(6), 373—379. (In Russ.).
  3. Захарова, И.Н., Ершова, И.Б., Творогова, Т.М., Глушко, Ю.Г. (2021). Стресс у детей и подростков — проблема сегодняшнего дня. Медицинский совет, 1, 237—246.
    Zakharova, I.N., Yershova, I.B., Tvorogova, T.M., Glushko, Yu.G. (2021). Stress in children and adolescents is a problem today. Medical Council, 1, 237—246. (In Russ.).
  4. Тарабрина, Н.В. (2001). Практикум по психологии посттравматического стресса. СПб: Питер.
    Tarabrina, N.V. (2001). A workshop on the psychology of post-traumatic stress. St. Petersburg: Peter. (In Russ.).
  5. Ульянина, О.А., Александрова, Л.А., Чумаченко, Д.В., Оконовенко, Д.В., Файзуллина, К.А. (2025). Стандартизация скрининговой методики для оценки состояния детей, переживших последствия боевых действий. Консультативная психология и психотерапия. https://doi.org/10.17759/cpp.2025330 (находится в редакции).
    Ulyanina, O.A., Aleksandrova, L.A., Chumachenko, D.V., Okonovenko, D.V., Fayzullina, K.A. (2025). Standardization of screening methods for assessing the condition of children who have survived the effects of hostilities. Counseling Psychology and Psychotherapy. (In Russ.). https://doi.org/10.17759/cpp.2025330
  6. Ульянина, О.А., Вихристюк, О.В., Екимова, В.И., Розенова, М.И., Коджаспиров, А.Ю., Ермолаева, А.В., Юрчук, О.Л., Никифорова, Е.А., Александрова, Л.А., Дмитриева, С.О., Панич, О.Е. (2024). Дети и подростки в условиях боевых действий: диагностика последствий и психологическая помощь: коллективная монография. Самара: Издательский дом «Бахрах-М».
    Ulyanina, O.A., Vikhristyuk, O.V., Yakimova, V.I., Rozenova, M.I., Kodjaspirov, A.Y., Ermolayeva, A.V., Yurchuk, O.L., Nikiforova, E.A., Aleksandrova, L.A., Dmitrieva, S.O., Panich, O.E. (2024). Children and adolescents in combat conditions: diagnosis of consequences and psychological assistance: collective monograph. Samara: Bakhrah-M Publishing House. (In Russ.).
  7. Alisic, E. (2011). Children and trauma: A broad perspective on exposure and recovery. Utrecht: Utrecht University.
  8. Bendavid, E., Boerma, T., Akseer, N., Langer, A., Malembaka, E.B., Okiro, E.A., Wise, P.H., Heft-Neal, S., Black, R.E., Bhutta, Z.A. BRANCH Consortium Steering Committee. (2021). The effects of armed conflict on the health of women and children. The Lancet, 10273(397), 522—532. https://doi.org/10.1016/S0140-6736(21)00131-8
  9. Benjet, C., Axinn, W.G., Hermosilla, S., Schulz, P., Cole, F., Sampson, L., Ghimire, D. (2020). Exposure to armed conflict in childhood vs older ages and subsequent onset of major depressive disorder. JAMA network open, 11(3), Article e2019848. https://doi.org/10.1001/jamanetworkopen.2020.19848
  10. Carpiniello, B. (2023). The mental health costs of armed conflicts — a review of systematic reviews conducted on refugees, asylum-seekers and people living in war zones. International journal of environmental research and public health, 4(20), Article 2840. https://doi.org/10.3390/ijerph20042840
  11. Cavazzoni, F., Fiorini, A., Veronese, G. (2022). Alternative ways of capturing the legacies of traumatic events: A literature review of agency of children living in countries affected by political violence and armed conflicts. Trauma, Violence, & Abuse, 2(23), 555—566. https://doi.org/10.1037/tra0001982
  12. Fennig, M., Denov, M. (2024). How do we make up for lost time?: Tackling current questions and realities of children during and following armed conflict. In: M. Denov, M. Fennig (Eds.), Research Handbook of Children and Armed Conflict (pp. 1—18). Cheltenham: Edward Elgar Publishing.
  13. Ghazali, S.R., Yong, C.Y., Elklit, A., Albert, A., Rehman, S., Ling, A.A. (2025). Rates of Trauma Exposure, Posttraumatic Stress Disorder (PTSD), Depression, and Anxiety Symptoms in Primary School Children: Findings from Six Months Before the COVID-19 Pandemic. Adolescent Psychiatry. https://doi.org/10.21203/rs.3.rs-4101167/v1
  14. Gonzalez, A., Monzon, N., Solis, D., Jaycox, L., Langley, A.K. (2016). Trauma exposure in elementary school children: Description of screening procedures, level of exposure, and posttraumatic stress symptoms. School mental health, 1(8), 77—88. https://doi.org/10.1007/s12310-015-9167-7
  15. Jednaszewski, P. (2025). The Role of Teachers in Supporting Students Who Have Experienced Trauma Across Educational Levels. St Mary’s Institute Educational Materials. URL: https://www.researchgate.net/publication/394107869_The_Role_of_Teachers_in_Supporting_Students_Who_Have_Experienced_Trauma_Across_Educational_Levels (viewed: 10.09.2025).

Information About the Authors

Olga A. Ulyanina, Doctor of Psychology, Associate Professor, Head of the Federal Coordination Center for Provision the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Corresponding member of the RAE, Chief Researcher of the Research Center, Academy of Management of the Ministry of Internal Affairs of Russia; Professor of Faculty of Social Sciences, School of Psychology at National Research University “Higher School of Economics”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9300-4825, e-mail: ulyaninaoa@mgppu.ru

Olga L. Yurchuk, Candidate of Science (Psychology), Head of the Department of Scientific and Methodological Support, Federal Coordination Center for Provision the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0004-3221-2945, e-mail: yurchukol@mgppu.ru

Lada A. Aleksandrova, Candidate of Science (Psychology), Leading Analyst of the Federal Coordination Center for Provision the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation, Associate Professor, Department of Psychology & Pedagogy of Distance Learning, Moscow State University of psychology and education, Associate Professor, Faculty of Social Sciences, School of Psychology at National Research University “Higher School of Economics”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3539-8058, e-mail: ladaleksandrova@mail.ru

Olga A. Taranenko, Leading Analyst of the Department of Scientific and Methodological Support at the Federal Coordination Center for the Development of Psychological Services in the Education System of the Russian Federation, Moscow State University of psychology and education, junior researcher, International Laboratory of Positive Psychology of Personality and Motivation, HSE University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-4273-5681, e-mail: otaranenko@hse.ru

Ekaterina A. Nikiforova, Head of the Department of Scientific and Methodological Support at the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-0488-6497, e-mail: k.Nikiforova.2014@yandex.ru

Kseniya A. Faizullina, Candidate of Science (Education), Head of the Expert and Analytical Department, Federal Coordination Center for the Provision the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2985-9332, e-mail: fajzullinaka@mgppu.ru

Contribution of the authors

Olga A. Ulyanina — research ideas; annotation, writing and design of the manuscript; research planning; monitoring of the research.

Olga L. Yurchuk — writing and registration of the manuscript; monitoring over the research.

Lada A. Aleksandrova — application of statistical, mathematical or other methods for data analysis; data collection and analysis; visualization of research results.

Olga A. Taranenko — writing and design of the manuscript; data collection and analysis.

Ekaterina A. Nikiforova — annotation, writing and design of the manuscript; data collection and analysis.

Kseniya A. Fayzullina — annotation, writing and design of the manuscript; data collection and analysis.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

All participants were informed about their participation in the study, familiarized with the goals, objectives and methods of the study, and expressed their voluntary informed consent to participate in the study.

Metrics

 Web Views

Whole time: 1
Previous month: 0
Current month: 1

 PDF Downloads

Whole time: 0
Previous month: 0
Current month: 0

 Total

Whole time: 1
Previous month: 0
Current month: 1