Assessment of Psycho-Emotional State as a Tool for Occupational Safety in Educational Institutions of the Frontline Region

The article examines key issues related to the protection of the population – namely, the preservation of life and health under emergency situations of a military nature. It analyzes the problems of psychological adaptation and the preservation of mental health among staff, academic personnel, and higher education students under the influence of potential external threats in frontline Zaporizhzhia. Purpose. The aim of the study was to determine the degree to which the psychological state of participants in the educational process influences the effectiveness of learning core academic disciplines. The possibility of implementing a psychological testing program was examined in order to account for the emotional state of students and university staff, and to improve the forms and methods of education under the constant pressure of external threats. Design/Methodology/Approach. To achieve the research objectives, relevant publications and practical approaches to assessing the emotional, cognitive, and behavioral state of individuals were analyzed, as well as the potential of implementing diagnostic testing programs. The Yale-Brown Obsessive-Compulsive Scale (Y-BOCS) was used to assess the likelihood of obsessive-compulsive disorder; the GAD-7 scale – to measure anxiety levels; and the PHQ-9 questionnaire – to identify symptoms of depression. In November 2024 and April 2025, 120 students, academic staff, and employees – equally male and female, aged 18 to 50+, took part in the study. Findings. The test results showed that the majority (approximately 60%) of students and staff were able to psychologically adapt to external threats. Over 10% of respondents exhibited high or very high levels of anxiety, a tendency toward depression, and worsening mental health over the past six months of the war. The psychophysiological condition of individuals significantly affects learning outcomes, levels of self-esteem, motivational characteristics, and confidence in the future. Practical implications. The obtained results can be used to improve the forms and methods of the educational process. The findings indicate that personalized learning, the creation of individual tasks and approaches, one-on-one consultations, and active communication between teachers and students are essential for the prevention of psycho-emotional stress and possible signs of depression during wartime in Ukraine.