Date of Award
Spring 3-21-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Major
Educational Studies
First Advisor
Patricia Crain de Galarce
Second Advisor
Joe Mageary
Third Advisor
Tricia McDonough-Ryan
Abstract
This qualitative, phenomenological study aimed to better understand how and whether educators can maintain well-being during prolonged trauma. This study examines the experiences of Ukrainian educators living in non-occupied territories during wartime. The following research questions guided the study: What coping strategies do educators use to take care of themselves? What coping strategies do educators use with their students? How do educators perceive mindfulness and storytelling? A conceptual framework was created to better understand the topics of stress, trauma, being, well-being, surviving, suffering, and coping mechanisms through a literature review. Data collection occurred in February and March 2024, two years after the full scale invasion of Ukraine began. Using convenience and snowball sampling, 163 educators completed an anonymous survey, and 12 participated in confidential one-on-one interviews on Zoom. Key coping mechanisms that help Ukrainian educators manage prolonged trauma during wartime were identified through their stories. After analyzing the data, three major findings emerged: 1) No coping mechanism works universally. 2) Maintaining well-being amidst prolonged traumatic experiences requires educators to sustain connections with others. 3) Coping mechanisms are most effective when practiced mindfully. These findings led to recommendations on how educators can cope with trauma and stress in their own lives and support their students in doing the same.
Recommended Citation
Rakevich, Natalya, "Maintaining Well-being: Coping Strategies for Prolonged Traumatic Experiences from the Stories of Ukrainian Educators During the Wartime" (2025). Educational Studies Dissertations. 4.
https://digitalcommons.lesley.edu/educational_studies_dissertations/4
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