The full-scale invasion of Russian troops in Ukraine has been ongoing for four years, causing devastating effects on the education system and every child in particular. Despite this, more than 50% of students in Donetsk, Dnipropetrovsk, Zaporizhzhia, and Kharkiv regions plan to continue their education in Ukraine after graduation. This is stated in the study “Educational Needs of Students in the Frontline Regions of Ukraine” conducted by the Teach for Ukraine NGO.
According to the study, 89-95% of students continue to study at the schools they attended before February 24, 2022. However, negative trends related to disruptions in the educational process and poorly organized distance learning during the COVID-19 pandemic and quarantine measures have been exacerbated by safety issues, power outages, and additional stress caused by the full-scale Russian invasion.
Educational losses caused by this are a complex problem, no longer just an emergency humanitarian response, but a development issue requiring systemic work and coordination of efforts across the education sector.
“The study highlighted several problems we constantly work with at Teach for Ukraine. First, the gap between urban and rural areas in access to education remains. This concerns the availability of devices for learning, internet access, and so on. Also, children from vulnerable groups have less confidence in their abilities. They often lack an authoritative adult nearby who can show how important and interesting learning is,” shares Anastasiia Donska, Head of the Educational Loss Recovery Direction at Teach for Ukraine NGO.
For both parents and teachers, the moral and mental state of children remains crucial. During the war, they understand that a child may perform worse academically, struggle to keep up with subjects, or miss classes due to poor health.
“For me, the main thing is my child’s inner state. All other problems can be overcome,” says a mother from Zaporizhzhia region (respondent’s identity withheld due to security concerns).
“It is also important to pay attention to data on teachers’ exhaustion and moral burnout. They have a lot of responsibility, on top of personal problems and worries, which leads to professional burnout and loss of hope. Teachers today need support and restoration of their belief that their work is important and meaningful,” Anastasiia Donska adds.
Parents rate the quality of their children’s education during the war as unsatisfactory. Yet most note the teachers’ efforts to work under such conditions. Still, the complexity of problems — safety, technical means, lack of printed textbooks, and cancellations or postponements of lessons — lead to educational losses and gaps in children’s knowledge.
“Due to air raids, we had no math lessons for weeks. Children had to study independently. Parents help them, but it’s very difficult overall,” says a mother from Zaporizhzhia region (identity withheld for safety).
The study results will be useful for:
- Experts in education
- Teachers and education sector representatives
- Anyone interested in humanitarian resilience and social recovery in Ukraine during the war
Full study text
