Report on the implementation of a comprehensive psychosocial support programme for children “Safe Space” on the basis of the kindergarten LA_MALYUK (2024-2025).
The project was implemented with the support of Restart Foundation in cooperation with the NGO “Words Help” and the Centre for Mental Health at NaUKMA.
The reality we are responding to
Over the three years of full-scale war in Ukraine, childhood for millions of Ukrainian children has become an experience of loss, anxiety and destruction. One in five children in Ukraine reported losing a close relative or friend. On average, at least 16 children are killed or injured in the fighting every week. The total number of confirmed child casualties since February 2022 exceeds 2,520, a figure that UNICEF says is only the “tip of the iceberg”[1] .
The third year of the war was even more deadly for children than the previous one: the number of deaths and injuries increased by 50%. At the same time, more than 3,500 educational institutions in the country have been damaged, of which about 400 have been completely destroyed. The World Bank estimates that more than $14 billion is needed to rebuild the educational infrastructure[2].
But war does not just hit buildings – it destroys basic feelings of security, stability and trust in the world. Children spend hours in shelters, isolated from friends and familiar social contacts. Parents and caregivers feel exhausted, powerless, and disempowered, which affects their ability to support their children.
Meanwhile, children – even those who do not yet know how to speak well – already know how to be afraid: of air raids, darkness, separation, loud sounds and… the silence in which everything stops after a shelling.
That is why there is an urgent need to create safe psychological spaces – both in the physical and emotional sense. Where a child can be just a child: play, talk, cry, laugh, relax. And at the same time, receive the support that is so lacking.
Our response
From November 2024 to February 2025, Restart Foundation, in cooperation with the NGO, Words Help and the Mental Health Centre of NaUKMA, implemented a comprehensive psychosocial support programme for children, called Safe Space at La Malyuk kindergarten[3]. This report summarises the results of the implementation of the Safe Space programme in the La_Malyuk kindergarten. It contains psychologists’ observations, participants’ impressions, survey results and the experience of young professionals.
The Safe Space programme was first developed in 2015 by the Mental Health Centre of the National University of Kyiv-Mohyla Academy and aims to increase children’s resilience to stressful situations, including in times of war. Its main goals are to create a safe environment for children, reduce the manifestations of psychosocial stress, and support emotional well-being. The programme’s objectives include training teachers and psychologists in methods of working with children who have experienced traumatic events, as well as conducting group and individual sessions with children to develop their emotional resilience.
The period of the programme’s implementation fell during particularly tense months in the capital. Massive shelling, arrivals and the constant threat of ballistic missiles, hours-long air raids day and night – all this became the backdrop for the work with children, educators and parents. Some sessions were held after nights without sleep, during sirens, or even in shelters. Children became sleepy, excited, emotionally exhausted. Many of them talked about quarrels in the family, fears of losing their parents, and experiences related to the war. Some children did not immediately engage in the lessons, while others were hyperactive or depressed.
Parents were also emotionally exhausted, many of them in a state of chronic stress. Their reactions ranged from indifference to anxious overprotection. As part of the programme, group meetings were held with them, where specialists helped parents recognise signs of childhood stress, respond to challenging behaviour, develop resource rituals at home and re-establish contact with their child. An important part of the work was family meetings, where parents and children created “stones of pleasant memories” together, drew, played, learned more about each other, and built a space of mutual care even in the midst of war.
Special attention was needed for teachers, who were sensitive and overworked, often in a state of resource depletion themselves. They were taught how to identify signs of stress in children, take care of themselves and establish a partnership with parents. Practical trainings, discussions and individual feedback were held to help teachers better understand themselves and children in stressful situations.
The project included the following activities:
- Meeting with the management of the kindergarten
- Group supportive meetings with carers
- Group supportive meetings with parents
- Group lessons with children
- Mentor support for interns
- Supervisory support for interns and project mentor
The project involved 5 specialists:
- 1 supervisor – Oksana Zaleska
- 1 mentor / psychologist – Olena Tkachenko
- 3 interns – A Olena Mohyr, Natalia Tunyk, and Yevhenia Zavorotynska
86 project participants received assistance and support during the programme, as follows:
|
Beneficiaries |
Quantity |
|
Children |
33 |
|
Managers of the kindergarten |
1 |
|
Educators |
16 |
|
Parents |
33 |
|
Interns |
3 |
Setting the stage: Observation and work with carers
The Safe Space programme traditionally begins with a study of the needs and condition of those adults who interact with children on a daily basis – the teaching staff. As part of the programme’s implementation in the La Malyuk kindergarten, considerable attention was paid to the emotional state of the educators, their needs and resources, as they are the ones who determine the quality of daily interaction with children.
The period of the programme (November-February) was difficult for all participants in the educational process. Frequent shelling, nightly alarms, the threat of ballistic missiles and general fatigue from living in war affected the teachers as well. They came to work emotionally exhausted, anxious, with reduced internal resources, often with a high level of responsibility to children and colleagues.
The programme participants noted that it was difficult to focus on the needs of children when their own strength was not restored. This created situations where adults could not fully recognise the signals of a child in need of support, or felt powerless to deal with emotional, aggressive or withdrawn behaviour.
That is why the first step was to conduct a training on stress and self-regulation, during which participants received basic knowledge about the signs of stress in themselves and children, learned about the so-called “red flags” in behaviour, and discussed available practices of self-care in the context of war. Additionally, online courses, films and literature were recommended for self-study.
Over the following weeks, thematic lunch meetings were held on the following topics:
- Adaptation of a child to kindergarten (how to support newly arrived children, work with parents during the adaptation period);
- Contact with parents (how to build trust, give feedback, talk about difficult issues);
- Resourcefulness of the educator (where to find strength in the face of prolonged stress, how to restore oneself during short pauses).
The final stage of the work was an individual meeting with each educator, during which the psychologist discussed the dynamics in the group, provided feedback and recommendations for further work with the children.
Work with the parents
Another important component of the Safe Space programme was work with parents of children attending the La_Malyuk kindergarten. The meetings were aimed at supporting adults in the difficult conditions of wartime, as well as improving their understanding of their children’s emotional needs. A total of 7 group meetings with parents were held during the programme. They were psycho-educational, practical and supportive. The formats included conversation, reflection exercises, drawing and joint play. Particular attention was paid to the following topics:
- how to recognise stress in a child;
- what is behind the difficult or unusual behaviour;
- how to reconnect with your child through play;
- how to create a space of safety in the family even in a crisis.
An important part was the joint meetings of children with their parents (4 meetings in each group), during which families participated in exercises to build body contact and trust. These activities helped to activate the parents’ playful potential and to see interaction with the child not as an additional duty, but as an opportunity for recovery for both.
Some parents were reserved at the beginning of the meetings, unable to engage in the process, feeling ashamed or tired. They tried to be perfect, to say only the “right” things, and avoided discussing problems and vulnerable topics. But gradually, in a safe atmosphere, they were able to relax, feel in touch with their child, allow themselves to play and share their experiences. As a result of the programme, several families were offered individual counselling or referrals for further support, which was a logical continuation of the group work.
During the classes, parents received practical materials to use at home: signs of children’s age-related reactions to stress, recommendations for reading and games, and short daily rituals that help children feel stable.
Implementation of the programme: group work with children
As part of the Safe Space programme, four children’s groups were formed, with a total of 33 children aged 5-6 attending the La_Malyuk kindergarten. Classes were held weekly for 12 weeks in the format of a therapeutic group, which included playful activities, creative exercises, movements, work with emotions through metaphors and discussions. The work was carried out by three interns – Olena Mohyr, Oksana Tunyk and Yevheniia Zavorotynska – under the guidance of mentor Olena Tkachenko and supervision of Oksana Zaleska.
Each group had its own unique dynamics. At the start of the sessions, all groups experienced an increased level of anxiety, fatigue, and sometimes tension related to the general context of life during the war. In some groups, the children recalled scary dreams, rockets, darkness, and the sound of explosions. It often happened that children could not concentrate immediately, were hyperactive or, on the contrary, were very withdrawn. Air raids and shelling repeatedly interrupted classes, and sometimes occurred right during group work. In such cases, part of the class was held in shelters.
At the first meetings, children actively sought contact, explored the boundaries of what was permissible, and did not always understand the meaning of rules and rituals. They often showed resistance, impulsivity, and a need for control or attention. Some children were in conflict, fought, devalued others or could not find their place in the group.
In the second phase of the programme, after the rhythm of the sessions had stabilised, deeper emotions began to emerge: sadness, fear, guilt, shame. During the sessions on fears, children described nightmares, fears of shelling, darkness, monsters, zombies, spiders. Gradually, the children began to better understand their emotions, name them, distinguish them, and create their own images of emotions (dragons, monsters, houses, etc.). They joined thematic movements, drew, made up stories, created common rules, and performed the rituals of “candlelight” and “farewell to Puffy”.
One of the key challenges was the aggressive behaviour of some children, which manifested itself in throwing objects, physical conflicts, and disrespectful statements. At the same time, some children demonstrated the opposite – a lack of aggressive energy, excessive obedience, escape into fantasies, which also indicated stress and suppressed emotions.
The sessions on anger were very engaging. The children talked about their conflicts with siblings, parents, teachers, and made up stories about dragons that turn anger into strength. In some groups, these sessions were the most emotional and “lively”.
Each group had individual cases: children who needed more time to be included, those who did not want to say goodbye to Puffy, or those who showed muted affection or excitement due to personal loss. These children were treated individually, difficulties were discussed during supervision sessions, and understanding of difficult behaviour and tools to help the child were sought.
By the end of the programme, the atmosphere in the groups had changed significantly – it had become warmer and more accepting. The children began to engage more actively in group activities, share their personal lives, show compassion, wait for their turn, and support each other. In the last weeks, children did not want to end the session, asking when the next meeting would be. This was evidence of the trust and stable group dynamics that had been built up. It was very touching for the team to hear from a mother how, after the group, her daughter said that she was no longer afraid and always wanted to go to a psychologist.
Referrals for specialised psychological help
Another important area of work of the Safe Space programme is the system of referral of participants to specialised individual psychological assistance. Such support is provided to children and adults who need deeper support than the group work format can provide.
Typically, we are talking about:
- children with symptoms of post-traumatic stress disorder (PTSD);
- children with severe behavioural disorders or high levels of anxiety.
The selection is based on the psychologist’s observations and the recommendation of the programme’s senior trainer. After that, participants are referred to the NaUKMA Mental Health Centre, where they can receive up to 10 free individual consultations with a professional psychologist or psychotherapist. As part of this project, 7 people were referred, of whom 5 took advantage of the opportunity and received additional professional help.
The impact of the programme:
We used a tool that allows us to assess changes in emotional regulation that occur in children directly in the kindergarten through active observation by educators. At the beginning of the project, educators filled out a survey for 33 children. The level of preschoolers’ self-regulation was recorded using the ERC scale. The Emotional Regulation Checklist (ERC) is an assessment tool used to determine the level of emotional self-regulation in children, including preschoolers. The educators shared their observations of 33 children before the project (experience of observation and communication over the previous 3 months) and after the project (the project lasted 3.5 months). The post-project sample included 30 children.
At the end of the project, 96,8% of educators noted the positive impact of the project on children’s ability to self-regulate their emotional states.
The kindergarten teachers also underwent psychological diagnostics. To do this, they were asked to answer the questions of the Professional Burnout Scale questionnaires, which assesses the level of emotional exhaustion, decreased professional motivation and signs of depersonalisation. The main results of the analysis are as follows:
- 9 out of 11 participants reduced their burnout levels;
- The greatest positive changes were observed in those who demonstrated a high level of exhaustion and depression at the start;
Aggregated, after the programme, caregivers were less likely to say that:
- feel emotionally devastated;
- lose interest in their work;
- have a sense of disappointment in life.
At the same time, average scores increased for statements about:
- the ability to create an atmosphere of friendliness;
- professional productivity;
- belief in yourself and your plans.
These results show that participation in the programme had not only a therapeutic effect for the children, but also a resource effect for the teaching staff.
Feedback from parents:
After completing the programme, parents of children who participated in the Safe Space group sessions were able to share their impressions and assess the impact of the programme on their child’s emotional state, family relationships and interaction with psychologists. 17 parents provided feedback, as follows:
Emotional state of the child. Parents reported the following positive changes:
- reduced anxiety and increased self-confidence;
- improved mood and openness to communication;
- the ability to name their emotions in words: “Mum, I’m sad”, “I’m angry now”;
- in several cases, children began to use the exercises they learned in the classroom on their own, such as breathing, “pizza massage”, and the emotion calendar.
“My child became more confident, was able to see and understand different emotional states, and began to express his or her own opinion, not the opinion of other children.”
Relationships with parents. Most respondents said that participation in the programme had a positive impact on their relationship with their child:
- the number of conflicts has decreased;
- the quality of time spent together has increased;
- mutual understanding and trust have improved.
“My child openly talks about his emotions”
“The number of conflicts has decreased”
“My child began to talk about fears and emotions”
The child’s behaviour in society. Parents have noticed:
- increased empathy and care for other children;
- greater openness to collective games;
- ability to self-regulate in difficult situations;
- high involvement in the kindergarten process.
“My child has become more empathetic”
“My child has learnt to build his own boundaries”
Feedback from parents shows that the Safe Space programme has had a significant positive impact on the emotional health of children, strengthened the bond between children and parents, and provided effective self-regulation tools that children have begun to use in their daily lives.
All parents who responded positively evaluated the programme, and almost all expressed a desire to take it again or recommend it to other families.
Mother, Victoria Tagmazyan, tells us about her and her daughter’s experience:
“The Safe Space Programme came to our kindergarten. Throughout the programme, there were various psychological sessions for children, resource circles for parents and, as a result, a joint session for parents and children.
Thanks to the Safe Space Programme, we, as parents, saw how the child began to open up: she became more confident, open to communication, and learned to express her emotions better. She learned to hear others, interact better with her peers, and most importantly, to be herself without fear of being judged.
At the end of the programme, we had a meeting with psychologists where they told us in detail what tasks the child performed, how she reacted, presented us with beautiful children’s works that were collected in a folder and gave us recommendations on education and communication. For us, as parents, this is incredibly valuable. The atmosphere of trust, support and respect that prevailed in the classroom gave her a sense of security that she had lacked before.
Thank you for your work, care and love that you put in every day.”
Olga Podgola, Head of the La Malyuk kindergarten, tells us:
“Safe Space is a unique opportunity for a preschool educational institution. I am sincerely glad that we had the opportunity to participate in such a powerful and professional programme.
The events in Ukraine have traumatised children and their parents. We have learnt to “live in war”, but the accumulated stress must be released environmentally. Parents in a state of constant fatigue and survival do not notice many “red flags” on their own. The opportunity to be in a circle and experience emotions, even if you are a small participant in the programme and do not understand them, professional psychologists help you do this.
The psychologists have become real friends to our students.”
[1] One in five children in Ukraine has lost a relative or friend since the start of the full-scale war three years ago
UNICEF recalls the devastating impact of war on all children in Ukraine.
[2] 400 educational institutions destroyed in Ukraine as a result of war – MES
