FRAGILITY, RESILIENCE, ANTI-FRAGILITY. HOW WAR SHAPES NEW CHALLENGES IN EDUCATING RESILIENCE IN CHILDREN AND YOUTH
DOI:
https://doi.org/10.28925/2412-124X.2025.14.1Keywords:
anti-fragility, children of war, educational environment, fragility, mental health of teachers, psychosocial support, socio-pedagogical support, resilience.Abstract
The article examines the phenomenon of fragility in contemporary international and European discourse as a characteristic of the instability of social systems and human existence in conditions of uncertainty, conflict and crisis. The concept of «fragility» is outlined as a combination of existing increased risks and insufficient opportunities for society or the state to respond to them effectively, based on analytical materials from the OECD report «States of Fragility 2025». The situation in Ukraine during the war has been shown to largely correspond to the characteristics of «living with fragility». However, at the same time, it is evident that there is a high level of social and psychological resilience based on mutual support, trust and solidarity. In the context of pedagogical research, the interrelationship between fragility, resilience and anti-fragility in the educational process during wartime is analysed. Particular attention is paid to the formation of resilience as a multidimensional characteristic that includes psychological, social and personal resources. The mechanisms for developing resilience through pedagogical modelling of dangerous situations are outlined. It is vital to acknowledge the significance of the educational environment in fostering resilience among children and young people in wartime conditions. The necessity to establish a school environment conducive to safety, mutual support and meaning-making is substantiated by data from UNICEF pertaining to the psychosocial vulnerability of the child population. The role of teachers in wartime as key partners of students, combining educational, upbringing and therapeutic functions, is demonstrated. It is emphasised that supporting teachers’ mental health and resourcefulness through self-regulation, mindfulness, art therapy and creative reflection practices is a necessary condition for the stability of learning and educational communities.
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