Pre-medical psychological support in the educational environment: from neurobiology of stress to practical algorithms

Abstract

In wartime conditions, children and adolescents are continuously exposed to stressors such as air alerts, threats to life, and losses, which increase the risk of acute stress reactions and post-traumatic stress disorder (PTSD). Limited access to specialized medical and psychotherapeutic care emphasizes the role of educational institutions as environments for primary stabilization and the importance of teachers in providing initial support. Most teachers lack systematic training in pre-medical and psychological assistance during crisis situations. Under acute stress, a child’s ability to perceive and process complex information decreases, reducing the effectiveness of standard pedagogical approaches. Purpose is to develop and justify a systematic approach to teachers’ actions in acute psycho-emotional states of students, based on the neurobiological mechanisms of stress and the integration of physical and psychological support. Materials and Methods. Modern scientific literature and international recommendations of WHO on psychological first aid were analyzed. Neurobiological mechanisms involving the amygdala, prefrontal cortex, and sympathetic nervous system were reviewed. Results. Practical algorithms were systematized for primary assessment, acute stress reactions, panic attacks, stupor, psychomotor agitation, and identification of “red flags” requiring medical intervention. The role of coping strategies was also analyzed. Conclusions. Educational institutions are important settings for early stabilization of psycho-emotional states. Simple, structured algorithms may reduce distress, prevent complications, and support the development of coping skills and psychological resilience.