Peculiarities of teaching foreign languages to schoolchildren in the inclusive post‑conflict environment of Donbas

Background. The article is devoted to the study of the peculiarities of teaching foreign languages to schoolchildren in the inclusive post-conflict educational environment of Donbas. The subject of the study encompasses the methods and strategies for developing inclusive competence among teachers in the context of teaching foreign languages in the post-conflict inclusive environment of Donbas, as well as the adaptation of educational practices to the psycho-emotional and communicative characteristics of students with special educational needs.

The aim of the study is to identify and substantiate the features of teaching foreign languages to schoolchildren in the post-conflict inclusive environment of Donbas and to determine ways of developing teachers’ professional and inclusive competence for effective teaching and support of children with special educational needs.

Materials and methods. The methodological framework of the study is based on the analysis of domestic and foreign literature, the socio-ecological model, principles of trauma-informed pedagogy, and the theory of resilience. It examines the psycho-pedagogical characteristics of students in a post-conflict region, including heightened anxiety, emotional instability, difficulties in attention and learning, particularly when studying foreign languages. Special attention is given to developing teachers’ inclusive competence, enabling the adaptation of teaching methods to the needs of students with special educational needs and the creation of a safe, supportive learning environment.

Results. The results of the study demonstrate the necessity of developing inclusive competence among foreign language teachers, creating a safe and supportive educational environment, applying adaptive teaching methods, and integrating linguistic, psychopedagogical, and inclusive components. Students with post-traumatic experience face specific challenges in foreign language learning, manifested in reduced motivation, increased fatigue, and a need for emotional support. The study highlights the importance of considering age-specific manifestations of trauma and adopting differentiated approaches for younger children and adolescents. The proposed methodological recommendations for foreign language teachers, aimed at implementing trauma-informed, inclusive, and discipline-oriented teaching strategies, include the use of storytelling, visualisation, group work, relaxation techniques, and the creation of a supportive classroom atmosphere. The findings of the study can be applied in the school education system of post-conflict regions to enhance the effectiveness of language learning and support students’ psychosocial rehabilitation.