Proceedings of the International scientific and practical conference ―Science at the Turning Point of History‖ (May 25-27, 2026) / Publisher website: www.naukainfo.com. – Lviv, Ukraine, 2026. - 362 p.

43 Keywords: social diagnosis, social vulnerability, vulnerable categories of students, integration into the educational environment, student adaptation, anxiety, social and psychological support. In the contemporary context of higher education development, the issue of social vulnerability among student youth is becoming increasingly relevant, as factors that reduce students‘ adaptive capacities negatively affect their academic performance, psycho-emotional well-being, and level of social integration into the educational environment of higher education institutions. In academic literature, social vulnerability is regarded as a condition in which a combination of external and internal factors reduces an individual‘s ability to effectively cope with life difficulties and utilize available support resources. D. Bybyk associates vulnerability with limited social, material, and psychological resources of the individual 1, p. 47], S. Brychok emphasizes social inequality and barriers to access to social benefits [2, p. 179], while T. Semigina considers vulnerability as a result of the interaction between an individual‘s personal characteristics and the social environment [4, p. 56]. In contemporary Ukrainian realities, students‘ social vulnerability is intensified by the consequences of military actions, forced displacement, economic instability, and deterioration of psycho- emotional well-being. Vulnerable categories of students include those whose life circumstances negatively affect their ability to fully participate in the educational process and social life of the university. O. Kolomiiets and S. Oziran classify internally displaced persons, orphaned students, veterans, children of combatants, and other students requiring additional support as belonging to these categories [3, p. 91]. The integration of vulnerable categories of students into the educational environment involves creating conditions for their successful adaptation, social inclusion, and access to support resources. As noted by T. Semigina and T. Khlivniuk, social diagnosis is an important tool for ensuring this process, as it enables the