UDC 376.1:37.01+159.9+316.4

Koknova T.A.¹ (Lugansk, Russian Federation) – koknovatanya@mail.ru; Khanchenko S.Y.¹ (Lugansk, Russian Federation) – s.hk@mail.ru; Kharchenko L.I.¹ (Lugansk, Russian Federation) – larissa7474@yandex.ru

¹Lugansk State Pedagogical University

Abstract. The armed conflict in the Donbas region has led to prolonged and destructive consequences for the education system, intensifying the need to develop inclusive practices that take into account children’s psychological trauma. Unlike traditional models, inclusion in a post-conflict region takes on a specific focus: it encompasses not only students with disabilities but also children exhibiting signs of post-traumatic stress disorder (PTSD). The aim of the article is to identify effective inclusive education strategies relevant to the realities of Donbas and to develop recommendations for training teachers to work with trauma-affected children. The methodological framework is based on a comparative and interdisciplinary analysis of international experience (Israel, India, China, the Balkans, etc.) and its adaptation to regional conditions. The study identifies key challenges, including a shortage of specialized personnel, a lack of adapted programs, and weak integration of psychological support. The paper presents tools that support the development of trauma-informed inclusion, such as interagency cooperation, the involvement of families and communities, and culturally responsive pedagogy. The novelty of the study lies in its focus on a region-specific model of inclusion grounded in the post-traumatic context. The authors conclude that a systematic approach is necessary to create a safe and predictable educational environment capable of minimizing the effects of trauma and promoting sustainable socialization. The findings can be used to inform education policy in post-conflict areas..

Keywords: inclusive education, post-conflict region, trauma-informed education, psychological and pedagogical support, post-traumatic stress disorder, international experience.

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For citation: Koknova T.A., Kharchenko S.Ya., Kharchenko L.I. Inclusive education in a post-conflict region: psychological and pedagogical challenges and international practices. CITISE, 2025, no. 3, pp. 365-376.