Interviews "Psychological Adaptations of Teachers in Inclusive Underground Schools"

The material contains transcripts of 34 semi-structured interviews conducted in January–February 2026 with educators, psychologists, and school counselors in frontline cities of Ukraine (Kryvyi Rih, Zaporizhzhia). The study focuses on the processes of teachers' psychological adaptation and the organization of inclusive education under extreme conditions: in underground schools and adapted school shelters amid ongoing shelling and energy deficits. The interviewed specialists provide a detailed analysis of the psychophysiological dynamics of students with special educational needs (particularly those with ASD and intellectual disabilities), which manifest as sensory overload, hyperactivity, rapid exhaustion, or withdrawal in confined spaces lacking natural light. Special attention is paid to the ergonomics and zoning of underground spaces. Educators share a practical toolkit for maintaining stability: using the "first-then" method, micro-actions, board games, grounding techniques, noise-canceling headphones, and granting children control through micro-choice situations.The reflexive analysis captures the development of unique coping strategies among educators — ranging from protective routinization and maintaining professional boundaries to deep, altruistic emotional containment, where the teacher transforms into a figure of emotional support for the child. These materials hold exceptional practical value for crisis psychology and inclusive pedagogy in conflict zones.