The Perspectives of Improvement of the Mental well-being of Internally Displaced Students in English Language Classes in Ukraine

Abstract

The paper explores the ways of the improvement of the mental well-being of internally displaced students in English language classes in Ukraine. It is a preliminary attempt to analyze the impact of emotional support, inclusive language, safe environment, awareness and sensitivity, and trustful relationships on internally displaced students when all of them are implemented in regular English for Specific Purposes (ESP) classes. 40 English for Specific Purposes teachers took part in the research. The sample was selected on the basis of the stratified sampling technique. The study presents the results gained from interviews with Ukrainian ESP teachers from Igor Sikorsky Kyiv Polytechnic Institute. A qualitative case study research results have emphasized the positive changes in internally displaced students’ mental well-being with the implementation of activities implementing emotional support, inclusive language, a safe environment, awareness and sensitivity, and trustful relationships. The well-organized varied support leads to the effective personal development of internally displaced students; makes them more adaptable to a new environment, and raises the level of internally displaced students’ self-confidence. The findings of this study support the idea that it is effective to provide internally displaced students with emotional support, inclusive language, a safe environment, awareness and sensitivity, and trustful relationships not only within the framework of psychological courses but regular ESP classes as well.