The “Safe Space Programme” in LA MALYUK Kindergarten

Report on the implementation of a comprehensive psychosocial support programme for children “Safe Space” at 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. This page summarises why the programme was needed, how it ran, and what changed for children, parents and educators. You can find the full report attached.

Download the full report (PDF)

Participants: 86 total (33 children, 33 parents, 16 educators, 1 manager, 3 interns)
Duration: 12 weeks of weekly therapeutic groups (Nov 2024 – Feb 2025)
Children’s self-regulation: 96.8% of educators observed a positive effect (ERC checklist)
Improvement: 67% of children showed gains on the Emotion Regulation scale
Educator wellbeing: 9/11 reduced burnout; confidence & productivity up
Referrals: 7 to NaUKMA centres; 5 completed up to 10 free sessions

The reality we are responding to

Three years of full-scale war have made childhood an experience of loss and anxiety. 1 in 5 children report losing a close relative or friend; at least 16 children are killed or injured each week; confirmed child casualties exceed 2,520 — only the “tip of the iceberg”. [1]

+50% child deaths & injuries in year three vs year two; 3,500+ education sites damaged, ~400 destroyed; recovery need $14bn+. [2]
War harms a child’s basic sense of safety, stability and trust. Children spend hours in shelters; caregivers feel exhausted and powerless.

That is why Safe Spaces—both physical and emotional—are essential: places to play, talk, cry, laugh and rest, while receiving the support that is so often missing.

Our response

From November 2024 to February 2025, Restart Foundation, with Words Help and the NaUKMA Mental Health Centre, delivered Safe Space at La_Malyuk kindergarten. Developed in 2015 by NaUKMA, the programme builds resilience by creating safe routines, reducing psychosocial stress and strengthening emotion skills—even during alarms, sleepless nights and sessions held in shelters.

Children: weekly groups with play, movement, creative work and emotion naming; rituals like “candlelight” and “farewell to Puffy”.
Parents: 7 group meetings on recognising stress, responding to behaviour, reconnection through play, and creating safety at home.
Educators: training on stress & self-regulation, thematic lunches (adaptation, working with parents, resourcefulness), plus individual feedback.

Activities

  • Briefing with kindergarten management
  • Support groups for carers and for parents
  • Weekly group lessons with children (12 weeks)
  • Mentor support for interns; regular supervision
  • Referral pathway to NaUKMA centres for specialised help

Team

  • Supervisor — Oksana Zaleska
  • Mentor/psychologist — Olena Tkachenko
  • Interns — Olena Mohyr, Natalia Tunyk, Yevhenia Zavorotynska

Reach

Beneficiaries Quantity
Children 33
Managers of the kindergarten 1
Educators 16
Parents 33
Interns 3

Impact

Children’s self-regulation: post-programme shift from “never/rarely” to “often/always” on ERC items; average ER score +1.3 points; 67% improved.
Parents (n=17): less anxiety, better mood & communication; children name emotions (“I’m sad”, “I’m angry”), use breathing, “pizza massage”, emotion calendars; fewer conflicts; warmer family time.
Educators: 9/11 reduced burnout; more confidence, productivity and a friendlier classroom climate; fewer conflicts and better cooperation among children.

“My child became more confident, more open to communication, and began to express emotions better.”

Download the full report (PDF)