PRESERVING THE MENTAL HEALTH OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE FOCUS OF THE PROFESSIONAL WORK OF A TEACHER’S ASSISTANT

Abstract

The purpose of this article is to provide a theoretical substantiation and systematization of the practical aspects of the teacher assistant’s activity aimed at preserving and strengthening the mental health of students with special educational needs.

Methodology. The research is based on the use of a systemic approach that combines theoretical and empirical methods, analysis of the regulatory framework of inclusive education, the study of the experience of psychological and pedagogical support teams and the generalization of methods of sensory and emotional integration. The logic of the conducted research ensured the integrity of scientific inquiry. In order to examine the psycho-emotional state of children with special educational needs, general scientific methods were used: the study and systematization of scientific publications on the research topic, interpretation and generalization of the obtained results.

Scientific novelty is in the study and identification of the main areas of the teacher assistant’s activity, the psychological and pedagogical tools and the strategies for preventing emotional exhaustion of students with special educational needs who require an individual approach, stabilization of the emotional environment and social support. These findings may be used by specialists of general secondary education institutions to ensure the necessary conditions for the psycho-emotional development of this category of children in order to preserve their mental health.

Conclusions. In view of the results obtained, the professional activity of the teacher assistant is multifaceted and extends beyond purely pedagogical support. It includes elements of psychological support, sensory therapy and social mediation. The assistant is not an independent «guardian» of mental health, but rather a member of a team that creates a safe environment and facilitates adaptation.

The preservation of the mental health of students with special educational needs is achieved through: the creation of a stable and adapted educational environment; timely emotional correction; systematic monitoring of the psycho-emotional state of a child with special educational needs.

Thus, the activity of a teacher assistant in preserving the mental health of students with special educational needs is a cyclical process that combines diagnostics, adaptation and emotional management. The proposed tools and the checklist of psychological resilience of a teacher assistant constitute an integral support system that makes it possible to minimize the risks of psychological traumatization and ensure the child's right to comfortable inclusive education. The professional activity of a teacher assistant is a significant factor in preserving the mental health of students with special educational needs, primarily through the creation of a psychologically safe space, emotional support and socialization. In the Ukrainian context, this is particularly important under wartime conditions, but it requires systemic development. Prospects for further research lie in the development of standardized protocols for actions of a teacher assistant during acute stress states of students with various nosologies.