DISRUPTION OF ROUTINE AS A FACTOR IN THE DEVELOPMENT OF MENTAL HEALTH DISORDERS IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS UNDER MARTIAL LAW

Abstract

Introduction. This article analyses the disruption of daily routines as one of the key predictors of mental health problems among children with special educational needs under martial law. The relevance of this issue stems from the fact that the full-scale war in Ukraine has led to the mass displacement of families, disruption to the educational process, loss of access to remedial, rehabilitation and social services, as well as chronic uncertainty, which has a particularly acute impact on children with autism spectrum disorders, ADHD, and intellectual, speech and sensory impairments. The aim of this study is to provide a thorough narrative synthesis of scientific data on the mechanisms through which the loss of predictability, a stable routine and familiar forms of support exacerbates the psycho-emotional vulnerability of children with special educational needs during wartime. The scientific novelty lies in conceptualising the disruption of routine as an independent, multi-component risk factor and in identifying the interrelated mechanisms through which it exerts its influence: the cognitive-prognostic mechanism, the mechanism of executive dysfunction, sensory overload, attachment and co-regulation disturbances, and the serviceand time-related mechanisms. Conclusions. This paper summarises the findings of peer-reviewed studies from the scientometric databases Scopus, Web of Science and PubMed, as well as materials from international humanitarian organisations employing verified methodologies. It is demonstrated that the disruption of routine is associated with increased anxiety, emotional lability, fear, behavioural crises, regression of acquired skills, sensory disorganisation and gadget dependency. It is argued that schools and families can act as stress buffers provided that trauma-informed approaches, visual timetables, stable educational rituals and flexible family micro-routines are implemented. It is concluded that there is a need for comprehensive, multidisciplinary programmes of psychosocial support that combine family psychoeducation, adapted school-based interventions and government policy ensuring the continuity of specialised services for children with SEN in Ukraine.