Humanitarian Art Pedagogy and Psychological Resilience: The Case of the School of Humanitarian Labour (Kherson, Ukraine)

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This article presents the case of the School of Humanitarian Labour (SHL) in Kherson — a unique Ukrainian educational institution that integrates art, theatre, and media creativity into a comprehensive model of humanitarian pedagogy. Between 2023 and 2025, SHL conducted a large-scale online experiment involving 160 students (aged 10–17), including internally displaced children, students from active combat zones, and children with disabilities. Through a combination of theatre, voice acting, radio broadcasting, and creative collaboration, SHL developed a system of art-based psychosocial rehabilitation, demonstrating how artistic expression can restore emotional balance and cognitive focus under wartime stress. The study uses a mixed qualitative design — content analysis, teacher and psychologist evaluations, and descriptive statistics — to analyze the emotional, linguistic, and social outcomes of participation. Findings confirm that art-centered education functions as a humanitarian technology of resilience: it reconstructs continuity, empathy, and meaning within disrupted childhoods. humanitarian pedagogy art-based education psychological resilience theatre media creativity Ukraine wartime schooling Figures Figure 1 Introduction War transforms not only landscapes and cities but also the mental architecture of childhood. In Ukraine, where schools continue to function under the pressure of constant alerts, displacement, and loss, educators face an existential question: How can learning remain human when humanity itself is under attack? The School of Humanitarian Labour (SHL), founded in Kherson more than two decades ago, represents a distinctive pedagogical model that unites art, philosophy, and psychology. During the wartime period (2022–2025), SHL evolved into a laboratory of humanitarian art pedagogy, where theatre, radio, and digital storytelling became instruments of resilience and continuity. Unlike traditional approaches that treat art as an extracurricular activity, SHL positions it as the core of learning and self-healing. The pedagogical framework underpinning this research is not a local initiative but is recognized and implemented as the All-Ukrainian scientific-pedagogical experiment, 'The System of the Author’s School of Humanitarian Labour.' This study’s design and execution were formally authorized by the (Ministry of Education and Science of Ukraine Order No. 896, issued June 23, 2025), confirming its status as a nationally supported, experimental platform. In 2023 the school launched a series of online projects — 'Theatre before the Microphone,' 'Theatres of the World,' 'Alphabet of Theatre,' and the Internet radio '1000 Friends.' These initiatives, directed by the project managers and the volunteer technical team, created a virtual stage where 160students continued to learn, speak, and imagine, even under fire. This article explores how the SHL experience demonstrates the potential of humanitarian art pedagogy as both an educational and psychological framework. It argues that aesthetic experience can restore cognitive focus, emotional safety, and social belonging — not through therapy alone, but through the everyday practice of collective creation. Theoretical Framework Humanitarian Art Pedagogy Paradigm The humanitarian art pedagogy developed at the School of Humanitarian Labour (SHL) builds on the integration of aesthetic, psychological, and ethical dimensions of learning. It follows the tradition of humanistic education envisioned by Jaspers (1951), where teaching is understood as the co-creation of meaning between teacher and student. Elliot Eisner (2002) emphasized that the arts cultivate modes of thought unavailable through conventional instruction, forming a 'cognitive ecology of imagination.' In wartime conditions, this approach acquires an existential role: art becomes not only an educational subject but also a psychological and cognitive instrument of survival. Arts and Conflict: Creative Healing Albao-Delgadillo ( 2024 ) documents how creative media practices help young conflict survivors in Colombia reconstruct narratives of identity and hope. This evidence supports SHGT’s model of voice-based rehabilitation, where performance fosters belonging and narrative continuity amid trauma. The school’s work thus participates in a global paradigm of post-conflict creative recovery through digital arts. Media-Theatre and Digital Humanitarianism The 'theatre-before-the-microphone' format implemented by SHL represents a new form of media-theatre pedagogy. In this approach, voice becomes a digital space of identity formation, allowing each participant to communicate authenticity and presence through sound. This model continues the global tradition of educational radio drama, comparable to Radijojo (Germany), OSCAR Radio (UK), and the High School Radio Project (USA), yet it remains uniquely Ukrainian in its humanitarian intent. By using simple digital tools — microphones, online streaming, and collaborative scripting — SHL achieved full inclusion for children with disabilities and those isolated by war, proving that creative expression can cross physical and psychological boundaries. Online Theatre and Digital Performance Pedagogy Li & Tian ( 2024 ) and Castin & Tian ( 2025 ) confirm that online dramatic learning can sustain engagement and presence through interactive vocal and digital practices. Their results mirror SHGT’s ‘media-theatre’ approach, showing that performative e-learning enhances social presence and adaptive communication skills. Such global findings substantiate the validity of SHGT’s pedagogical experiment as aligned with cutting-edge educational innovation. Voice Pedagogy and Teacher Resilience Castillo-Allendes ( 2024 ) and Paulmann ( 2025 ) explore voice work as a dimension of teacher wellbeing and resilience. Teachers engaged in vocal training exhibit greater stress tolerance, vocal hygiene, and empathic leadership—skills crucial for educators under wartime strain. In SHGT’s context, teacher involvement in media performance reinforces bidirectional resilience: educators grow through the same expressive mechanisms they cultivate in students. Methodology Research Design The study applied a mixed-methods design combining qualitative and quantitative approaches. Its central objective was to evaluate the educational and psychological outcomes of online theatre and media-theatre participation among students of the School of Humanitarian Labour (SHL) during wartime conditions (2023–2025). The mixed framework allowed the integration of descriptive statistics, reflective teacher reports, and narrative interviews, thus capturing both measurable and experiential dimensions of resilience. Participants A total of 160 students aged 10–17 participated in the project, representing diverse social and geographical backgrounds. Of them, 140 were internally displaced children (IDPs), 20 remained in Kherson under active shelling, and 4 had physical or sensory disabilities. The participation rate remained above 90% across the two-year observation period, indicating a high level of engagement and trust in the educational process. Procedure Theatre and media activities were conducted remotely via SHL’s Internet radio '1000 Friends' and its YouTube channel. Each cycle consisted of three weekly sessions: (a) voice and diction training, (b) dramatic improvisation and role-playing, and (c) group reflection with teacher guidance. Students recorded and discussed their performances, gradually improving articulation, emotional control, and group coordination. Teachers and psychologists observed participants’ behavioral and linguistic dynamics through standardized checklists, complemented by written reflection logs. Instruments and Measures Data collection was based on a structured observational scale covering five key dimensions: emotional stability, communication confidence, cooperative behavior, speech articulation, and creative motivation. Each dimension was rated on a 5-point Likert-type scale (1 = minimal expression, 5 = strong expression). Student self-report measures comprised 10 items across five dimensions (emotional stability, communicative confidence, cooperation, diction, and creative motivation) scored on a 1–5 Likert scale. Reverse-coded items were transformed prior to analysis. Teacher assessments and student self-reports were correlated to evaluate construct validity (Pearson r), and internal consistency was assessed with Cronbach’s α. Pre–post differences were evaluated using paired-samples statistics and effect sizes (Cohen’s d). Assessments were conducted at baseline and after three months of continuous participation. Reliability of the instrument was confirmed by Cronbach’s α = 0.84, and inter-rater reliability reached r = 0.78 (n = 14 experts). Construct validity was verified via correlation analysis between teacher ratings and students’ self-reported motivation (r = 0.72, p < .05). Detailed results of the construct validity assessment, including supporting tables and the full Statistical Note, are provided in the Supplementary Material. Ethical Considerations All research activities followed the ethical standards of UNESCO’s (2021) 'Guidelines for Arts and Education in Emergency Contexts.' Parental consent was obtained for all participants, and no identifying information was collected. Activities were designed to avoid any traumatic content or political narratives. The entire process was supervised by SHL’s school psychologists and coordinated by the pedagogical council to ensure the psychological safety of participants. Results and Discussion Quantitative Outcomes Quantitative data revealed consistent improvement across all measured psychological and educational dimensions. Tables 1 and 2 summarize participant distribution and observed outcomes from 2023 to 2025. The data are based on standardized expert evaluations by SHL teachers and psychologists. Table 1 Participants and Context Category Number of Students Percentage Notes Total participants (2023–2025) 160 100% Online theatre and media-theatre programs Internally Displaced Children (IDPs) 140 87.5% From various Ukrainian regions Students in Kherson (combat zone) 20 12.5% Continued online participation Children with disabilities 4 2.5% Fully integrated via audio formats As shown in Table 1 , the project succeeded in maintaining broad inclusion, engaging children from different regions and circumstances despite wartime disruptions. Four students with disabilities participated fully through adapted online methods. Table 2 Educational and Psychological Outcomes Dimension Pre-project Mean Post-project Mean Δ (Change) Interpretation Emotional stability 2.8 4.2 + 1.4 Reduction of anxiety and emotional reactivity Communication confidence 3.0 4.3 + 1.3 Improved fluency and self-expression Cooperative behavior 3.1 4.5 + 1.4 Strengthened teamwork and empathy Speech articulation and diction 3.2 4.4 + 1.2 Clearer pronunciation and vocabulary use Creative motivation 3.5 4.6 + 1.1 Sustained engagement and initiative Reliability of the observational scale: Cronbach’s α = 0.84; Inter-rater reliability r = 0.78 (n = 14 experts). These results confirm strong internal consistency and inter-observer agreement, indicating the robustness of collected data. Figure 1 visualizes the progression of emotional and communicative competence across five core dimensions. The most pronounced improvement occurred in emotional stability and cooperative behavior, both crucial for psychological adaptation. Discussion The findings demonstrate that participation in online theatre and media-theatre activities significantly enhances emotional resilience, social engagement, and linguistic clarity. From a neuropsychological perspective, the rhythmic and dialogic structure of the theatre exercises reinforces emotional regulation through the mechanisms of brain-body integration (Barnett & Stashkiv, 2024 ). These findings resonate with the latest research on art therapy, which frames creative engagement as a direct path to developing psychological flexibility – a core indicator of resilience and trauma recovery (Potash et al., 2024 ). The SHL model stands out among European analogues such as European School Radio, Radijojo (Germany), OSCAR Radio (UK), and High School Radio Project (USA). While these initiatives promote media literacy, SHL extends their framework into the realm of humanitarian pedagogy — a synthesis of education, psychology, and ethics during war. Thus, SHL contributes to global discourse on creative resilience, demonstrating that art-based education is not a luxury, but a necessity for the preservation of humanity in crisis. Conclusions The experience of the School of Humanitarian Labour (SHL) demonstrates that humanitarian art pedagogy can serve as a sustainable educational and psychological framework in times of crisis. During the years 2023–2025, the integration of theatre, voice acting, and radio broadcasting transformed online learning into a process of emotional stabilization, linguistic development, and social cohesion. The study confirms that art is not an auxiliary activity but a core humanitarian technology — capable of preserving the cognitive, emotional, and ethical continuity of childhood even under wartime conditions. Three central conclusions can be drawn: Humanitarian Technology of Education: SHL’s art-based model integrates creativity with empathy, transforming digital tools into instruments of psychosocial support. Inclusive Artistic Practice: Online theatre and media formats ensure access for children with disabilities, internally displaced students, and those living in conflict zones, redefining inclusion through creativity. Continuity of Cultural and Educational Life: Regular artistic collaboration sustains symbolic stability and shared meaning, enabling students to experience belonging and purpose despite disruption. The findings align with UNESCO’s ( 2023 ) principles for arts-based resilience in education and contribute to the global discourse on creative recovery. SHL’s humanitarian model illustrates how art-based education can function as a neurodidactic, therapeutic, and ethical strategy for reconstructing learning and humanity itself. 6. Limitations and Future Research Despite the promising outcomes, several limitations should be acknowledged. First, the study did not include a formal control group because of ethical and logistical constraints during wartime. Instead, comparison relied on longitudinal pre–post assessment and teacher triangulation, which—while reliable—cannot establish causal relationships. Second, the sample, although diverse (n = 160), was limited to one institutional context—the School of Humanitarian Labour (SHL) in Kherson. Future research should replicate this approach in other Ukrainian and international schools to test the transferability of the model. Third, the evaluation emphasized psychological and communicative variables but did not include standardized academic performance indicators. Subsequent studies could integrate cognitive or language-learning measures to examine how artistic expression translates into broader learning outcomes. Finally, the wartime online environment imposed irregular participation and technological challenges that may have influenced engagement levels. Future longitudinal studies should combine quantitative analytics (e.g., eye-tracking, speech analysis) and qualitative digital ethnography to deepen understanding of voice-based resilience in crisis education. Declarations Ethics Approval Statement The study was conducted in accordance with the Declaration of Helsinki and approved by the institutional administrative body of the Lyceum “School of Humanitarian Labour” (Kherson, Ukraine), under the direct oversight of the Headmaster’s Office. The study protocol (Approval Date: November 2025) ensures the confidentiality and security of all participants. All participants (or their legal guardians) provided informed verbal consent prior to inclusion in the study. Author Contribution A.K. was responsible for Conceptualization, Methodology, Data Curation, and original draft preparation. T.P. performed the Formal Analysis, Validation, Visualization, and Writing—Review & Editing of the manuscript. All authors reviewed the results and approved the final version of the manuscript Acknowledgement In 2023 the school launched a series of online projects — 'Theatre before the Microphone,' 'Theatres of the World,' 'Alphabet of Theatre,' and the Internet radio '1000 Friends.' These initiatives, directed by Anna Kyrylenko (General Director) and Dmytro Orlov (Volunteer Technical Director), created a virtual stage where 160 students continued to learn, speak, and imagine, even under fire. Data Availability The datasets generated and analyzed during the current study are not publicly available due to ethical restrictions related to protecting the privacy and confidentiality of the participating students and families, in accordance with the signed informed consent agreements. However, the aggregated and processed data supporting the findings of this article are fully available within the manuscript and its Supplementary Materials. The raw data may be available from the corresponding author upon reasonable, non-commercial request and with permission from the institutional ethics committee. Funding The authors received no specific funding for the research, authorship, and/or publication of this article. Ethical Statements and Consent The study was conducted in full accordance with international ethical standards. All procedures involving human participants were in accordance with the ethical standards of the Ukrainian Ministry of Education and Science (2023) and APA (2022) guidelines for educational psychology. Informed Consent and Privacy: Informed consent was obtained from all individual participants (teachers and parents/guardians of students) included in the study. Confidentiality and anonymity of all data were strictly maintained, and no individual identifying information is disclosed. Consent for Publication: All authors and participants have given consent for the publication of the results in an aggregated and anonymized format. Conflict of Interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. References Albao-Delgadillo PA. Building Peace Narratives between Young Conflict Victims: Animated Documentary in Colombia. J Latin Am Cult Stud. 2024;33(2):141–59. https://doi.org/10.1080/25741136.2024.2378393 . Barnett KS, Stashkiv O. How the arts heal: a review of the neural mechanisms underlying creative arts and emotion regulation. Front Behav Neurosci. 2024;18:1422361. https://doi.org/10.3389/fnbeh.2024.1422361 . Bratan CA, Marinescu A, Terecoasa E, Tebeanu AV. 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Supplementary Files SFHumanitarianArtPedagogyandPsychologicalResilienceforDiscoverEducation.pdf Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 28 Nov, 2025 Editor assigned by journal 23 Nov, 2025 Submission checks completed at journal 23 Nov, 2025 First submitted to journal 19 Nov, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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07:03:11","extension":"html","order_by":7,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":62605,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8153890/v1/4a5b9539f205d3e5b049864d.html"},{"id":97140133,"identity":"5bd4ed28-49cf-46ce-9f5c-b3c373c349b1","added_by":"auto","created_at":"2025-12-01 10:03:54","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":59188,"visible":true,"origin":"","legend":"\u003cp\u003evisualizes the progression of emotional and communicative competence across five core dimensions. The most pronounced improvement occurred in emotional stability and cooperative behavior, both crucial for psychological adaptation.\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-8153890/v1/ffeea5021e85fdcf0a34e698.png"},{"id":97145076,"identity":"bb6e462c-c3c8-4e58-ae6e-59d0bc79d5bf","added_by":"auto","created_at":"2025-12-01 10:13:00","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":688026,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8153890/v1/e0f35fda-4f2d-41fa-8dbf-440f1957447b.pdf"},{"id":97141083,"identity":"ebc39340-f85a-455d-af4b-1c6680d01716","added_by":"auto","created_at":"2025-12-01 10:06:13","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":1370543,"visible":true,"origin":"","legend":"","description":"","filename":"SFHumanitarianArtPedagogyandPsychologicalResilienceforDiscoverEducation.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8153890/v1/4481125655ff73efa1580ab1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Humanitarian Art Pedagogy and Psychological Resilience: The Case of the School of Humanitarian Labour (Kherson, Ukraine)","fulltext":[{"header":"Introduction","content":"\u003cp\u003eWar transforms not only landscapes and cities but also the mental architecture of childhood. In Ukraine, where schools continue to function under the pressure of constant alerts, displacement, and loss, educators face an existential question: How can learning remain human when humanity itself is under attack?\u003c/p\u003e\u003cp\u003eThe School of Humanitarian Labour (SHL), founded in Kherson more than two decades ago, represents a distinctive pedagogical model that unites art, philosophy, and psychology. During the wartime period (2022\u0026ndash;2025), SHL evolved into a laboratory of humanitarian art pedagogy, where theatre, radio, and digital storytelling became instruments of resilience and continuity. Unlike traditional approaches that treat art as an extracurricular activity, SHL positions it as the core of learning and self-healing.\u003c/p\u003e\u003cp\u003e The pedagogical framework underpinning this research is not a local initiative but is recognized and implemented as the All-Ukrainian scientific-pedagogical experiment, 'The System of the Author\u0026rsquo;s School of Humanitarian Labour.' This study\u0026rsquo;s design and execution were formally authorized by the (Ministry of Education and Science of Ukraine Order No. 896, issued June 23, 2025), confirming its status as a nationally supported, experimental platform.\u003c/p\u003e\u003cp\u003eIn 2023 the school launched a series of online projects \u0026mdash; 'Theatre before the Microphone,' 'Theatres of the World,' 'Alphabet of Theatre,' and the Internet radio '1000 Friends.' These initiatives, directed by the project managers and the volunteer technical team, created a virtual stage where 160students continued to learn, speak, and imagine, even under fire. This article explores how the SHL experience demonstrates the potential of humanitarian art pedagogy as both an educational and psychological framework. It argues that aesthetic experience can restore cognitive focus, emotional safety, and social belonging \u0026mdash; not through therapy alone, but through the everyday practice of collective creation.\u003c/p\u003e"},{"header":"Theoretical Framework","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eHumanitarian Art Pedagogy Paradigm\u003c/h2\u003e\u003cp\u003eThe humanitarian art pedagogy developed at the School of Humanitarian Labour (SHL) builds on the integration of aesthetic, psychological, and ethical dimensions of learning. It follows the tradition of humanistic education envisioned by Jaspers (1951), where teaching is understood as the co-creation of meaning between teacher and student. Elliot Eisner (2002) emphasized that the arts cultivate modes of thought unavailable through conventional instruction, forming a 'cognitive ecology of imagination.' In wartime conditions, this approach acquires an existential role: art becomes not only an educational subject but also a psychological and cognitive instrument of survival.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eArts and Conflict: Creative Healing\u003c/h3\u003e\n\u003cp\u003eAlbao-Delgadillo (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) documents how creative media practices help young conflict survivors in Colombia reconstruct narratives of identity and hope. This evidence supports SHGT\u0026rsquo;s model of voice-based rehabilitation, where performance fosters belonging and narrative continuity amid trauma. The school\u0026rsquo;s work thus participates in a global paradigm of post-conflict creative recovery through digital arts.\u003c/p\u003e\n\u003ch3\u003eMedia-Theatre and Digital Humanitarianism\u003c/h3\u003e\n\u003cp\u003eThe 'theatre-before-the-microphone' format implemented by SHL represents a new form of media-theatre pedagogy. In this approach, voice becomes a digital space of identity formation, allowing each participant to communicate authenticity and presence through sound. This model continues the global tradition of educational radio drama, comparable to Radijojo (Germany), OSCAR Radio (UK), and the High School Radio Project (USA), yet it remains uniquely Ukrainian in its humanitarian intent. By using simple digital tools \u0026mdash; microphones, online streaming, and collaborative scripting \u0026mdash; SHL achieved full inclusion for children with disabilities and those isolated by war, proving that creative expression can cross physical and psychological boundaries. \u003cb\u003eOnline Theatre and Digital Performance Pedagogy\u003c/b\u003e\u003c/p\u003e\u003cp\u003eLi \u0026amp; Tian (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Castin \u0026amp; Tian (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) confirm that online dramatic learning can sustain engagement and presence through interactive vocal and digital practices. Their results mirror SHGT\u0026rsquo;s \u0026lsquo;media-theatre\u0026rsquo; approach, showing that performative e-learning enhances social presence and adaptive communication skills. Such global findings substantiate the validity of SHGT\u0026rsquo;s pedagogical experiment as aligned with cutting-edge educational innovation.\u003c/p\u003e\n\u003ch3\u003eVoice Pedagogy and Teacher Resilience\u003c/h3\u003e\n\u003cp\u003eCastillo-Allendes (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Paulmann (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) explore voice work as a dimension of teacher wellbeing and resilience. Teachers engaged in vocal training exhibit greater stress tolerance, vocal hygiene, and empathic leadership\u0026mdash;skills crucial for educators under wartime strain. In SHGT\u0026rsquo;s context, teacher involvement in media performance reinforces bidirectional resilience: educators grow through the same expressive mechanisms they cultivate in students.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eResearch Design\u003c/h2\u003e\u003cp\u003eThe study applied a mixed-methods design combining qualitative and quantitative approaches. Its central objective was to evaluate the educational and psychological outcomes of online theatre and media-theatre participation among students of the School of Humanitarian Labour (SHL) during wartime conditions (2023\u0026ndash;2025). The mixed framework allowed the integration of descriptive statistics, reflective teacher reports, and narrative interviews, thus capturing both measurable and experiential dimensions of resilience. \u003cb\u003eParticipants\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA total of 160 students aged 10\u0026ndash;17 participated in the project, representing diverse social and geographical backgrounds. Of them, 140 were internally displaced children (IDPs), 20 remained in Kherson under active shelling, and 4 had physical or sensory disabilities. The participation rate remained above 90% across the two-year observation period, indicating a high level of engagement and trust in the educational process.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eProcedure\u003c/h3\u003e\n\u003cp\u003eTheatre and media activities were conducted remotely via SHL\u0026rsquo;s Internet radio '1000 Friends' and its YouTube channel. Each cycle consisted of three weekly sessions: (a) voice and diction training, (b) dramatic improvisation and role-playing, and (c) group reflection with teacher guidance. Students recorded and discussed their performances, gradually improving articulation, emotional control, and group coordination. Teachers and psychologists observed participants\u0026rsquo; behavioral and linguistic dynamics through standardized checklists, complemented by written reflection logs.\u003c/p\u003e\n\u003ch3\u003eInstruments and Measures\u003c/h3\u003e\n\u003cp\u003eData collection was based on a structured observational scale covering five key dimensions: emotional stability, communication confidence, cooperative behavior, speech articulation, and creative motivation. Each dimension was rated on a 5-point Likert-type scale (1\u0026thinsp;=\u0026thinsp;minimal expression, 5\u0026thinsp;=\u0026thinsp;strong expression). Student self-report measures comprised 10 items across five dimensions (emotional stability, communicative confidence, cooperation, diction, and creative motivation) scored on a 1\u0026ndash;5 Likert scale. Reverse-coded items were transformed prior to analysis. Teacher assessments and student self-reports were correlated to evaluate construct validity (Pearson r), and internal consistency was assessed with Cronbach\u0026rsquo;s α. Pre\u0026ndash;post differences were evaluated using paired-samples statistics and effect sizes (Cohen\u0026rsquo;s d). Assessments were conducted at baseline and after three months of continuous participation. Reliability of the instrument was confirmed by Cronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;0.84, and inter-rater reliability reached r\u0026thinsp;=\u0026thinsp;0.78 (n\u0026thinsp;=\u0026thinsp;14 experts). Construct validity was verified via correlation analysis between teacher ratings and students\u0026rsquo; self-reported motivation (r\u0026thinsp;=\u0026thinsp;0.72, p\u0026thinsp;\u0026lt;\u0026thinsp;.05). Detailed results of the construct validity assessment, including supporting tables and the full Statistical Note, are provided in the Supplementary Material.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eEthical Considerations\u003c/h2\u003e\u003cp\u003e All research activities followed the ethical standards of UNESCO\u0026rsquo;s (2021) 'Guidelines for Arts and Education in Emergency Contexts.' Parental consent was obtained for all participants, and no identifying information was collected. Activities were designed to avoid any traumatic content or political narratives. The entire process was supervised by SHL\u0026rsquo;s school psychologists and coordinated by the pedagogical council to ensure the psychological safety of participants.\u003c/p\u003e\u003c/div\u003e"},{"header":"Results and Discussion","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eQuantitative Outcomes\u003c/h2\u003e\u003cp\u003eQuantitative data revealed consistent improvement across all measured psychological and educational dimensions. Tables\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e and \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e summarize participant distribution and observed outcomes from 2023 to 2025. The data are based on standardized expert evaluations by SHL teachers and psychologists.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eParticipants and Context\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCategory\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNumber of Students\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePercentage\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eNotes\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal participants (2023\u0026ndash;2025)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e160\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e100%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eOnline theatre and media-theatre programs\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInternally Displaced Children (IDPs)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e140\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e87.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFrom various Ukrainian regions\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStudents in Kherson (combat zone)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e12.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eContinued online participation\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildren with disabilities\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFully integrated via audio formats\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the project succeeded in maintaining broad inclusion, engaging children from different regions and circumstances despite wartime disruptions. Four students with disabilities participated fully through adapted online methods.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eEducational and Psychological Outcomes\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-project Mean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePost-project Mean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eΔ (Change)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmotional stability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e+\u0026thinsp;1.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eReduction of anxiety and emotional reactivity\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCommunication confidence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3.0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e+\u0026thinsp;1.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eImproved fluency and self-expression\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCooperative behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e+\u0026thinsp;1.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStrengthened teamwork and empathy\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSpeech articulation and diction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e+\u0026thinsp;1.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eClearer pronunciation and vocabulary use\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCreative motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e+\u0026thinsp;1.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSustained engagement and initiative\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eReliability of the observational scale: Cronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;0.84; Inter-rater reliability r\u0026thinsp;=\u0026thinsp;0.78 (n\u0026thinsp;=\u0026thinsp;14 experts). These results confirm strong internal consistency and inter-observer agreement, indicating the robustness of collected data.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e visualizes the progression of emotional and communicative competence across five core dimensions. The most pronounced improvement occurred in emotional stability and cooperative behavior, both crucial for psychological adaptation.\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003e The findings demonstrate that participation in online theatre and media-theatre activities significantly enhances emotional resilience, social engagement, and linguistic clarity. From a neuropsychological perspective, the rhythmic and dialogic structure of the theatre exercises reinforces emotional regulation through the mechanisms of brain-body integration (Barnett \u0026amp; Stashkiv, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These findings resonate with the latest research on art therapy, which frames creative engagement as a direct path to developing psychological flexibility \u0026ndash; a core indicator of resilience and trauma recovery (Potash et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The SHL model stands out among European analogues such as European School Radio, Radijojo (Germany), OSCAR Radio (UK), and High School Radio Project (USA). While these initiatives promote media literacy, SHL extends their framework into the realm of humanitarian pedagogy \u0026mdash; a synthesis of education, psychology, and ethics during war. Thus, SHL contributes to global discourse on creative resilience, demonstrating that art-based education is not a luxury, but a necessity for the preservation of humanity in crisis.\u003c/p\u003e\u003cp\u003e\u003cb\u003eConclusions\u003c/b\u003e The experience of the School of Humanitarian Labour (SHL) demonstrates that humanitarian art pedagogy can serve as a sustainable educational and psychological framework in times of crisis. During the years 2023\u0026ndash;2025, the integration of theatre, voice acting, and radio broadcasting transformed online learning into a process of emotional stabilization, linguistic development, and social cohesion. The study confirms that art is not an auxiliary activity but a core humanitarian technology \u0026mdash; capable of preserving the cognitive, emotional, and ethical continuity of childhood even under wartime conditions. Three central conclusions can be drawn:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e Humanitarian Technology of Education: SHL\u0026rsquo;s art-based model integrates creativity with empathy, transforming digital tools into instruments of psychosocial support.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e Inclusive Artistic Practice: Online theatre and media formats ensure access for children with disabilities, internally displaced students, and those living in conflict zones, redefining inclusion through creativity.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eContinuity of Cultural and Educational Life: Regular artistic collaboration sustains symbolic stability and shared meaning, enabling students to experience belonging and purpose despite disruption. The findings align with UNESCO\u0026rsquo;s (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) principles for arts-based resilience in education and contribute to the global discourse on creative recovery. SHL\u0026rsquo;s humanitarian model illustrates how art-based education can function as a neurodidactic, therapeutic, and ethical strategy for reconstructing learning and humanity itself.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e6. Limitations and Future Research\u003c/h2\u003e\u003cp\u003eDespite the promising outcomes, several limitations should be acknowledged. First, the study did not include a formal control group because of ethical and logistical constraints during wartime. Instead, comparison relied on longitudinal pre\u0026ndash;post assessment and teacher triangulation, which\u0026mdash;while reliable\u0026mdash;cannot establish causal relationships.\u003c/p\u003e\u003cp\u003eSecond, the sample, although diverse (n\u0026thinsp;=\u0026thinsp;160), was limited to one institutional context\u0026mdash;the School of Humanitarian Labour (SHL) in Kherson. Future research should replicate this approach in other Ukrainian and international schools to test the transferability of the model.\u003c/p\u003e\u003cp\u003eThird, the evaluation emphasized psychological and communicative variables but did not include standardized academic performance indicators. Subsequent studies could integrate cognitive or language-learning measures to examine how artistic expression translates into broader learning outcomes.\u003c/p\u003e\u003cp\u003eFinally, the wartime online environment imposed irregular participation and technological challenges that may have influenced engagement levels. Future longitudinal studies should combine quantitative analytics (e.g., eye-tracking, speech analysis) and qualitative digital ethnography to deepen understanding of voice-based resilience in crisis education.\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics Approval Statement The study was conducted in accordance with the Declaration of Helsinki and approved by the institutional administrative body of the Lyceum \u0026ldquo;School of Humanitarian Labour\u0026rdquo; (Kherson, Ukraine), under the direct oversight of the Headmaster\u0026rsquo;s Office. The study protocol (Approval Date: November 2025) ensures the confidentiality and security of all participants. All participants (or their legal guardians) provided informed verbal consent prior to inclusion in the study.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.K. was responsible for Conceptualization, Methodology, Data Curation, and original draft preparation. T.P. performed the Formal Analysis, Validation, Visualization, and Writing\u0026mdash;Review \u0026amp; Editing of the manuscript. All authors reviewed the results and approved the final version of the manuscript\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eIn 2023 the school launched a series of online projects \u0026mdash; 'Theatre before the Microphone,' 'Theatres of the World,' 'Alphabet of Theatre,' and the Internet radio '1000 Friends.' These initiatives, directed by Anna Kyrylenko (General Director) and Dmytro Orlov (Volunteer Technical Director), created a virtual stage where 160 students continued to learn, speak, and imagine, even under fire.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets generated and analyzed during the current study are not publicly available due to ethical restrictions related to protecting the privacy and confidentiality of the participating students and families, in accordance with the signed informed consent agreements. However, the aggregated and processed data supporting the findings of this article are fully available within the manuscript and its Supplementary Materials. The raw data may be available from the corresponding author upon reasonable, non-commercial request and with permission from the institutional ethics committee.\u003c/p\u003e\u003ch3\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe authors received no specific funding for the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eEthical Statements and Consent\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe study was conducted in full accordance with international ethical standards. All procedures involving human participants were in accordance with the ethical standards of the Ukrainian Ministry of Education and Science (2023) and APA (2022) guidelines for educational psychology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent and Privacy:\u003c/strong\u003e Informed consent was obtained from all individual participants (teachers and parents/guardians of students) included in the study. Confidentiality and anonymity of all data were strictly maintained, and no individual identifying information is disclosed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication:\u003c/strong\u003e All authors and participants have given consent for the publication of the results in an aggregated and anonymized format.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest:\u003c/strong\u003e The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlbao-Delgadillo PA. Building Peace Narratives between Young Conflict Victims: Animated Documentary in Colombia. 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Paris: UNESCO; 2024. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://unesdoc.unesco.org/ark:/48223/pf0000382314\u003c/span\u003e\u003cspan address=\"https://unesdoc.unesco.org/ark:/48223/pf0000382314\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"humanitarian pedagogy, art-based education, psychological resilience, theatre, media creativity, Ukraine, wartime schooling","lastPublishedDoi":"10.21203/rs.3.rs-8153890/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8153890/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"The ongoing war in Ukraine has brought unprecedented disruption to education, forcing schools to adapt to remote formats while preserving children’s mental health and social connection. This article presents the case of the School of Humanitarian Labour (SHL) in Kherson — a unique Ukrainian educational institution that integrates art, theatre, and media creativity into a comprehensive model of humanitarian pedagogy. Between 2023 and 2025, SHL conducted a large-scale online experiment involving 160 students (aged 10–17), including internally displaced children, students from active combat zones, and children with disabilities. Through a combination of theatre, voice acting, radio broadcasting, and creative collaboration, SHL developed a system of art-based psychosocial rehabilitation, demonstrating how artistic expression can restore emotional balance and cognitive focus under wartime stress. The study uses a mixed qualitative design — content analysis, teacher and psychologist evaluations, and descriptive statistics — to analyze the emotional, linguistic, and social outcomes of participation. Findings confirm that art-centered education functions as a humanitarian technology of resilience: it reconstructs continuity, empathy, and meaning within disrupted childhoods.","manuscriptTitle":"Humanitarian Art Pedagogy and Psychological Resilience: The Case of the School of Humanitarian Labour (Kherson, Ukraine)","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-01 07:03:06","doi":"10.21203/rs.3.rs-8153890/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-28T06:25:45+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-24T01:50:08+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-11-24T01:48:42+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-11-19T10:05:46+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"875ef491-39a8-4a54-a696-185368bed0ae","owner":[],"postedDate":"December 1st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-02-02T13:56:43+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-01 07:03:06","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8153890","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8153890","identity":"rs-8153890","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}