Why a trauma-informed approach could help save higher education in Ukraine

• In Event: Researcher Wellbeing and Emotionally Challenging Research

Abstract

Since the Russian full scale military invasion in February 2022, the Ukrainian education system has been profoundly affected. According to the Ministry of Education and Science there are three major challenges facing education and science in Ukraine: the outflow of skilled professionals and expertise, extensive damage to physical infrastructure and facilities, and the pressing need to revamp both the substance and organisational framework of educational and scientific activities. To date, 57 HE institutions have been damaged or destroyed. This presentation discusses the results of an online survey conducted in April 2024 among university employees in Kharkiv city. 442 survey responses from staff at 20 HEIs in Kharkiv (302 women, 140 men, aged 19–79) and 8 focus group interviews for deeper insights into resilience and inclusivity. The survey revealed that just 20.5% of women and 22.1% of men feel universities support vulnerable categories of employees, and while awareness of psychological services exists, actual uptake is limited. The catastrophic consequences of the ongoing war requires a new approach to leadership within the sector. We argue that applying trauma-informed leadership could be one of the most important and transformative steps for rebuilding the higher education system in Ukraine.

Authors

• Anna Markovska, IPPPRI Anglia Ruskin University

• Oleksii Serdiuk, Kharkiv National University of Internal Affairs, Ukraine/ Head of Research Laboratory for Psychological Support of Law Enforcement

• Iryna Soldatenko, Karazin Kharkiv National University

• Alessia Mevoli, Anglia Ruskin University