The Situation of Children with Disabilities from the De-Occupied Territories of Southern Ukraine: Coping Strategies and Perspectives of Families Affected

Children with disabilities in conflict settings face compounded risks of exclusion, trauma, and disrupted education. In the ongoing war in Ukraine, families from de-occupied territories confront displacement, loss of services, and the burden of invisible caregiving labour. This research examines the perspective of parents of children with disabilities on how to cope with the situation. Their specific needs are highlighted and serve as a basis for developing support measures. The research is theoretically grounded in group socialisation theory, trauma-informed psychology, and the concept of solastalgia. Methodologically, 35 semi-structured parent interviews were thematically analysed. Four themes emerged: loss of safety and the search for control, digital technologies as stabilising anchors, disrupted peer interaction, and the impact of parental trauma. Parents described extensive invisible labour to support children’s fragile attempts at friendship, emotional regulation, and belonging. They perceive inclusive schools as both protective and precarious. The study concluded that resilience depends on dual-focus interventions that combine inclusive peer environments for children with psychosocial support for caregivers.