Emergency and Trauma Pedagogy Training in Ukraine – A Success Story

Friends of Waldorf Education have been increasingly active in Ukraine since 2022. Initially, some emergency pedagogical interventions took place, but since 2023, the focus has shifted to conducting training sessions and training of trainers. The long-term goal is to train and empower local trainers to independently conduct training in emergency and trauma pedagogy.

The training for trainers consists of three successive phases: First, a one-year in-service training in emergency and trauma pedagogy in eight modules. Second, also over the course of one year, supervision during independent work, where the trained pedagogues apply what they have learned and are supervised by international trainers. The third part, again throughout one year, comprises an eight module training to become a certified trainer in emergency and trauma pedagogy.

Each training phase concludes at the end of the year. We asked the participants for feedback on their experiences so far. Olena Kotlyar from Ichnya shared how the training has helped her both professionally and personally. She works as a volunteer pedagogue, trainer, and crafts instructor in leisure camps for children of military personnel and fallen soldiers.

[Translate to English:] Frau mit gelbem Pulli und Frau mit blauen Pulli

[Translate to English:] Seminar in Rivne, Lviv

How are you applying the knowledge you gained during the emergency and trauma pedagogy training in your professional work?

The training has given me a lot of confidence in my work. Before, I often acted intuitively, but since the training, my actions are supported by knowledge. When I work with traumatized children, I always remind myself to look at the traumatized person with a loving gaze – a gaze that would support them if they were about to fall. I also now understand that challenging behavioral issues in traumatized children are usually a survival strategy.

Rhythm is one of the central tools of emergency and trauma pedagogy. That’s why during my work in the leisure camps, we follow a structured daily routine and maintain rhythms to provide the children stability and reliability. Rhythmic activities and games accompany each day in the camp and help the children better connect with their bodies, since traumatized individuals tend to have some disconnect from their physical body. This was a key learning from the training for me.

In recent months, I have rediscovered traditional Ukrainian children's games and dances that follow specific rhythms – these have become even more valuable to me. There are so many healing rhythms and activities in our culture! For instance, when we sing, we naturally breathe in shorter and out longer, and this type of breathing helps us to calm the nervous system. That’s why I sing and dance a lot with the children.

During my work in the leisure camps, I now give children more opportunities to make decisions. This helps them relearn independence. Overall, I try to create an environment where children can take the initiative and experience self-efficacy again.

In the camps, children can participate in many creative activities. Since starting the training, I have expanded the offerings. For example, the children can now make candles from warm wax. The rhythm of the movements fosters bodily awareness, and creating something new brings joy. The child seems to step out of the past and feels like a creator, capable and empowered.

Joy is one of the most important elements of emergency and trauma pedagogy. With my new knowledge, I can create many joyful moments for the children.

My Personal Success Story

In the summer, I went rafting with some children from the camp. We were already in the middle of the river when a girl had a panic attack. She was very afraid – she cried and thought she would drown. She said she had nearly drowned in a river once.

It was the first time in my life I witnessed such a panic attack. Thanks to my emergency and trauma pedagogy training, I understood what was happening and knew how to help the girl. I approached the situation with confidence and was able to act calmly and thoughtfully. Together, we did breathing exercises; I explained to her that she was wearing a life jacket and that a trained medical professional was with us. I also provided psychoeducation to help her understand what was happening to her.

Later, the trainer allowed everyone to jump off the boat and swim at a specific spot in the river. I could see the girl was torn – she was afraid but also wanted to jump in. I went in first and showed her that my feet touched the bottom. This reduced her fear, and she decided to jump in and swim herself.

I’m proud that I could support the girl during a panic attack and that she overcame her fear!

How has the emergency and trauma pedagogy training helped you personally?

The training has helped me personally in many ways. I experienced a loss that was very traumatic for me. Thanks to the training, I was able to analyze what was happening to me in the various phases of the trauma. I applied much of what I learned to my own experiences, which deepened my understanding of the topic. I realized that my feelings and behavior after the traumatic event were a normal reaction.

The exercises we learned for self-help are also very helpful in my own stressful situations.

I am very grateful to our trainers, the team that planned and organized the sessions, and all the people who made this training and support possible for us.