Proceedings of the International scientific and practical conference ―Science in the Era of Globalization‖ (May 22-24, 2026) / Publisher website: www.naukainfo.com. - Zurich, Switzerland, 2026. - 353 p.

186 - Psychotraumatic context: the cumulative effects of war trauma (shelling, loss of loved ones, destruction of the familiar chronotope) and forced displacement (separation from fathers, loss of social status) are superimposed on natural age- related ontogenetic crises, which is most acutely manifested in adolescence through depressive states, dissociative phenomena, decreased academic motivation, and communicative isolation [1, 6]. The relocation and subsequent integration of Ukrainian children into European educational clusters is a multifaceted, ambivalent process. Gaining physical security and access to the developed material and technical infrastructure of European schools is associated with enormous pressure at the academic, psychological, and macrosocial levels. According to statistical reports, by 2026, approximately 78–80% of Ukrainian migrant children will be formally integrated into the national education systems of EU countries. However, the qualitative parameters of this integration reveal a number of destructive tendencies. Academic Challenges and Institutional Barriers Overcoming the linguistic barrier is the primary determinant of successful adaptation. Not knowing the language of the host country acts as a negative qualification, significantly reducing academic performance. While adaptation processes in elementary school (ages 6–10) occur relatively latent and quickly due to game mechanics and the high flexibility of the psyche, for middle and high school students (ages 11–18), language deficits become an insurmountable obstacle to obtaining a qualifying educational document (certificate, diploma). Empirical research shows that the rate of timely enrollment and successful retention in the classroom for children who lack basic inclusive language proficiency is almost half (50%) lower than for students who have received preliminary propaedeutic language training [7]. A second destructive factor is the phenomenon of dual academic burden (Dual Burden). According to researchers, approximately 29% (almost a third) of Ukrainian schoolchildren in Europe operate in a binary educational process: - During the day, students attend a local school in person (in Poland, Germany, the Czech Republic, etc.), adhering to the local academic schedule.