Author:
Markiian Klymkovetskyi
Specific trauma of children of Ukraine returning to CoE member states following unlawful deportation to the Russian Federation, Belarus, and temporarily occupied or controlled territories
This was stated by Olena Rozvadovska, Head of the Board "Voices of Children" Charitable Foundation, at the Plenary Meeting of Council of Europe Consultation Group on the Children in Ukraine.
Session opened and moderated by Laura Korhonen, Chair of the Dialogue Group on Psychological Support and Trauma-informed Care.
This was stated by Olena Rozvadovska, Head of the Board "Voices of Children" Charitable Foundation, at the Plenary Meeting of Council of Europe Consultation Group on the Children in Ukraine.
Session opened and moderated by Laura Korhonen, Chair of the Dialogue Group on Psychological Support and Trauma-informed Care.
Every child who has been through war experiences it differently, so every situation—whether unlawful deportation, illegal relocation, or living in occupied by Russian forces areas—should be approached based on what is best for the child.
Illegal deportation or relocation is just one of the many hardships a child may face. Children, especially those living in occupied territories or near the frontlines, are not only at risk of being unlawfully taken to Russia but often endure other traumatic events: the loss of family members or loved ones, having their homes destroyed, the erosion of their national identity, and worsening of mental health due to constant exposure to danger.
Regarding the specifics of being in deportation, all children are at risk of physical or psychological abuse. Children under the age of five are more likely to be placed under guardianship, as well as boys aged fourteen to seventeen years. However, boys in this age group may also be forced to join the Russian army or attend military-oriented educational institutions.
It is most difficult to return children to Ukraine who have specific case records, are under five years old, or lack parental care. During deportation, adolescents often mature prematurely, with older siblings taking on caretaker roles for younger ones. Children have no choice but to adapt their behavior to stay safe and meet basic needs. As a result, this behavior may no longer be effective in a safe environment in Ukraine, but it remains familiar to the child.
Deportation can cause deep psychological trauma, as it disrupts a child's basic needs for stability, love, and support.
The mental health effects of deportation depend on the child's age, the circumstances of the relocation, and the level of support they receive. Often, children experience feelings of confusion, fear, isolation, as well as difficulties adjusting to a new circumstances.
Key Stages of a Child’s Experience During Deportation 1. Forced relocation
At this stage, children typically experience:
2. Stage of temporary stay
This is the period when a child is in new circumstances (e.g., camps, foster families, or a foreign country).
Mental health of a child during prolonged deportation
1. Feelings of loss, Sadness and Depressive states. Anxiety.
2. Chronic stress. Sleep disturbances, Deteriorating attention and memory, Difficulties with emotional regulation.
3. Loss of basic trust
The child may begin to associate themselves with the role of a “victim” or “outcast,” which becomes deeply rooted in their psyche as part of their self-perception. This can complicate the development of self-confidence and contribute to the development of insecurities.
One child interviewed by our team recounted their experiences in a camp. Children of all ages were housed together, (including adults from colleges aged eighteen to nineteen), and they were randomly assigned to rooms with several people. The camp's rules required strict adherence to a schedule that did not include any free or personal time for the children. Basic needs could not be met—food was inadequate, and there was insufficient time for rest. The right to personal space was violated—children were not allowed to close the door to their rooms, leave the camp, and eventually, they were required to keep their rooms open at night. The situation was worse for the younger children, as no one was monitoring their hygiene or health. Over time, there were outbreaks of bronchitis and tuberculosis.
Each day started with the Russian national anthem. Attending "clubs" in the camp was mandatory. During these sessions, children were taught about Russia's history, with altered historical facts. Narratives were shared, claiming that life was better in Russia, that Ukraine had abandoned them, and encouraging children to obtain Russian passports and apply to Russian universities. In the evenings, there were often public performances for the camp's leadership and visiting guests, where children were expected to show their love for Russia. Boys were encouraged to join military-oriented institutions, and in some cases, conscription notices were handed out to Seventeen-year-olds. Communication with relatives and loved ones, who were either in areas occupied by Russians or in regions controlled by the Ukrainian government, was difficult due to constant disruptions in connectivity, and at times, it was completely unavailable.
Experts argue that a common experience for children who were deported or lived in temporarily occupied territories is the recruitment through the education system. The Russians create an atmosphere of fear and oppression, where people are forced to abandon their beliefs and national identities and demonstrate loyalty to Russia. Any form of patriotic education based on Russian ideals negatively impacts mental health. Experts also highlight violations of children's and human rights by the Russians.
One of the children who was forcibly enrolled in a Russian college shared with us the difficulties she faced in communicating with others in the dormitory. It was crucial not to touch upon the topics of war and politics. Ukrainian children were required to take history tests about the history of Russia and answer according to the narratives of Russian propaganda.
Children who find themselves in an environment where systematic indoctrination takes place face severe psychological consequences.
Younger children, whose personal identity is just being formed, can more easily assimilate and perceive the new "truth".
Through Russian education and media, children can be convinced by teachers and peers that they have been "saved" or that their biological parents are "enemies." Such long repetition of misinformation over time makes it difficult to refute it.
In an environment where children are surrounded by propaganda efforts, they may feel fear, betrayal or even shame for their Ukrainian identity. This creates emotional barriers to returning home, as children may feel that they should not return to Ukraine.
The younger the child, the easier his mind is influenced by propaganda. Younger children tend to forget their previous identity, language and culture more quickly, as their perception of the world is not yet stabilized. They may not even remember that they are Ukrainians, and begin to perceive the new environment as the only correct one.
Illegal deportation or relocation is just one of the many hardships a child may face. Children, especially those living in occupied territories or near the frontlines, are not only at risk of being unlawfully taken to Russia but often endure other traumatic events: the loss of family members or loved ones, having their homes destroyed, the erosion of their national identity, and worsening of mental health due to constant exposure to danger.
Regarding the specifics of being in deportation, all children are at risk of physical or psychological abuse. Children under the age of five are more likely to be placed under guardianship, as well as boys aged fourteen to seventeen years. However, boys in this age group may also be forced to join the Russian army or attend military-oriented educational institutions.
It is most difficult to return children to Ukraine who have specific case records, are under five years old, or lack parental care. During deportation, adolescents often mature prematurely, with older siblings taking on caretaker roles for younger ones. Children have no choice but to adapt their behavior to stay safe and meet basic needs. As a result, this behavior may no longer be effective in a safe environment in Ukraine, but it remains familiar to the child.
Deportation can cause deep psychological trauma, as it disrupts a child's basic needs for stability, love, and support.
The mental health effects of deportation depend on the child's age, the circumstances of the relocation, and the level of support they receive. Often, children experience feelings of confusion, fear, isolation, as well as difficulties adjusting to a new circumstances.
Key Stages of a Child’s Experience During Deportation 1. Forced relocation
At this stage, children typically experience:
-
Shock and fear. The forced change of circumstances causes fear of the unknown.
-
Confusion. Children may not understand the reasons behind the events, especially if no explanations are provided.
-
The feeling of loss. Separation from family, friends, home, or even beloved toys causes severe anxiety.
2. Stage of temporary stay
This is the period when a child is in new circumstances (e.g., camps, foster families, or a foreign country).
-
Uncertainty. The lack of information about the future or the fate of loved ones causes strong anxiety.
-
Feelings of isolation. The child may feel disconnected from their familiar environment.
-
Social and Cultural Barriers. The language, customs, or surroundings may be unfamiliar, which deepens the feeling of alienation.
-
Behavioral Regression. This may manifest as a need for constant attention, fear of being alone, or avoidance of interaction altogether.
Mental health of a child during prolonged deportation
1. Feelings of loss, Sadness and Depressive states. Anxiety.
2. Chronic stress. Sleep disturbances, Deteriorating attention and memory, Difficulties with emotional regulation.
3. Loss of basic trust
-
Distrust towards adults. Especially when children are not adequately supported, informed, or when adults fail to explain what is happening.
-
The feeling of isolation. The inability to become part of the new environment intensifies feelings of loneliness.
The child may begin to associate themselves with the role of a “victim” or “outcast,” which becomes deeply rooted in their psyche as part of their self-perception. This can complicate the development of self-confidence and contribute to the development of insecurities.
One child interviewed by our team recounted their experiences in a camp. Children of all ages were housed together, (including adults from colleges aged eighteen to nineteen), and they were randomly assigned to rooms with several people. The camp's rules required strict adherence to a schedule that did not include any free or personal time for the children. Basic needs could not be met—food was inadequate, and there was insufficient time for rest. The right to personal space was violated—children were not allowed to close the door to their rooms, leave the camp, and eventually, they were required to keep their rooms open at night. The situation was worse for the younger children, as no one was monitoring their hygiene or health. Over time, there were outbreaks of bronchitis and tuberculosis.
Each day started with the Russian national anthem. Attending "clubs" in the camp was mandatory. During these sessions, children were taught about Russia's history, with altered historical facts. Narratives were shared, claiming that life was better in Russia, that Ukraine had abandoned them, and encouraging children to obtain Russian passports and apply to Russian universities. In the evenings, there were often public performances for the camp's leadership and visiting guests, where children were expected to show their love for Russia. Boys were encouraged to join military-oriented institutions, and in some cases, conscription notices were handed out to Seventeen-year-olds. Communication with relatives and loved ones, who were either in areas occupied by Russians or in regions controlled by the Ukrainian government, was difficult due to constant disruptions in connectivity, and at times, it was completely unavailable.
Experts argue that a common experience for children who were deported or lived in temporarily occupied territories is the recruitment through the education system. The Russians create an atmosphere of fear and oppression, where people are forced to abandon their beliefs and national identities and demonstrate loyalty to Russia. Any form of patriotic education based on Russian ideals negatively impacts mental health. Experts also highlight violations of children's and human rights by the Russians.
One of the children who was forcibly enrolled in a Russian college shared with us the difficulties she faced in communicating with others in the dormitory. It was crucial not to touch upon the topics of war and politics. Ukrainian children were required to take history tests about the history of Russia and answer according to the narratives of Russian propaganda.
Children who find themselves in an environment where systematic indoctrination takes place face severe psychological consequences.
Younger children, whose personal identity is just being formed, can more easily assimilate and perceive the new "truth".
Through Russian education and media, children can be convinced by teachers and peers that they have been "saved" or that their biological parents are "enemies." Such long repetition of misinformation over time makes it difficult to refute it.
In an environment where children are surrounded by propaganda efforts, they may feel fear, betrayal or even shame for their Ukrainian identity. This creates emotional barriers to returning home, as children may feel that they should not return to Ukraine.
The younger the child, the easier his mind is influenced by propaganda. Younger children tend to forget their previous identity, language and culture more quickly, as their perception of the world is not yet stabilized. They may not even remember that they are Ukrainians, and begin to perceive the new environment as the only correct one.
What really frustrated me was how people treated me. Everyone at college knew my story. The cleaning staff would say, ‘Oh, how did you come back exactly? Oh, how was it? Oh, tell us about that!’ And all I thought was, ‘Seriously, do you think I want to repeat this story for the tenth time when I still barely understand what’s going on myself?’ Thank God there weren’t any journalists back then,
The reintegration of children returned from deportation
The reintegration of a child after deportation is a complex and multifaceted process that includes social, cultural, and psychological adaptation to new or already familiar but changed living conditions. In this process, special attention is given to the psychological aspect, as deportation is often associated with traumatic experiences.
1. Stages of reintegration
Return to a stable environment:
Emotional recovery:
Access to quality medical checkups is crucial for children and, if necessary, their families as soon as they return. In areas controlled by Russia, many people were unable to access medical care. This is especially true for those with chronic illnesses who could not get the medicines they needed and for people with disabilities.
It is also very important for children to go back to school because many of them had little or no education while they were deported. This is especially critical for teenagers who are preparing to apply to universities. After returning to Ukraine, some children miss having extracurricular activities, clubs, or classes that help them adapt and find new hobbies or enjoy old ones again. However, returning to school can be stressful for children. It is hard to fit into a new group of classmates. Some children face bullying or feel misunderstood by other students. Others get too much attention from school staff, such as teachers or principals, who might ask uncomfortable questions about their time in Russia, which can make the transition even more difficult.
For many families, finances and finding housing are big challenges. In many cases, friends or relatives step in to provide support. Financial assistance is crucial for these families, particularly when they have no steady income or permanent place to live. Housing remains one of the most difficult issues to address, both for the government and for nonprofit organizations. Living with people who have had similar experiences can also make it harder for families to integrate into a new place.
The challenges are even greater when a child returns alone, without close relatives to provide financial support. The situation is especially difficult for young adults who turn eighteen upon their return, as they are no longer eligible for government assistance.
2. Psychological Aspects of Reintegration
Addressing Trauma:
The presence of a psychologist is also essential during medical examinations and interviews. A psychologist can step in to pause the process if needed, address unethical behavior from others, or recognize when a child needs a break.
Barriers to receiving psychological help can include parents who distrust psychologists or a child’s reluctance to engage or open up. These factors must also be taken into account. At the same time, psychological support is equally important for parents. They often need emotional stabilization and guidance in communicating with their child to provide support during difficult moments and to avoid retraumatization.
Non-Discrimination
Children need ongoing psychosocial support within the communities where they live. This includes access to quality recreational activities, such as children’s camps, as well as healthcare and education. For example, if a child played soccer before the full-scale war, it is essential to ensure they can continue participating in such activities. This helps them return to a sense of normalcy and feel like simply Sofiia, Kateryna, or Serhii — rather than "a child who was rescued from occupation."
At the same time, it is crucial not to single out children based on their past experiences. Reintegration means becoming part of the community, forming new friendships, and building strong social connections. For this to happen, the child needs acceptance from their peers. However, it is important to recognize that all children, directly or indirectly, suffer from the consequences of war. Rehabilitation programs should therefore include all children in the community, serving as a unifying factor rather than one that divides.
The reintegration of a child after deportation is a complex and multifaceted process that includes social, cultural, and psychological adaptation to new or already familiar but changed living conditions. In this process, special attention is given to the psychological aspect, as deportation is often associated with traumatic experiences.
1. Stages of reintegration
Return to a stable environment:
-
Ensuring the child's physical safety, stability, and a comfortable living space.
-
Restoring access to basic needs such as education, medical care, and food.
Emotional recovery:
-
Creating opportunities for the child to express their emotions and experiences through conversations, games, drawing, or other creative methods.
-
Having support from loved ones who show love, care, and understanding.
-
Assisting in reconnecting with family, friends, and classmates.
-
Facilitating integration into educational and social environments.
-
Identifying the child's educational needs, considering various gaps in learning.
-
Providing support from teachers and school psychologists to reduce stress during the learning process.
Access to quality medical checkups is crucial for children and, if necessary, their families as soon as they return. In areas controlled by Russia, many people were unable to access medical care. This is especially true for those with chronic illnesses who could not get the medicines they needed and for people with disabilities.
It is also very important for children to go back to school because many of them had little or no education while they were deported. This is especially critical for teenagers who are preparing to apply to universities. After returning to Ukraine, some children miss having extracurricular activities, clubs, or classes that help them adapt and find new hobbies or enjoy old ones again. However, returning to school can be stressful for children. It is hard to fit into a new group of classmates. Some children face bullying or feel misunderstood by other students. Others get too much attention from school staff, such as teachers or principals, who might ask uncomfortable questions about their time in Russia, which can make the transition even more difficult.
For many families, finances and finding housing are big challenges. In many cases, friends or relatives step in to provide support. Financial assistance is crucial for these families, particularly when they have no steady income or permanent place to live. Housing remains one of the most difficult issues to address, both for the government and for nonprofit organizations. Living with people who have had similar experiences can also make it harder for families to integrate into a new place.
The challenges are even greater when a child returns alone, without close relatives to provide financial support. The situation is especially difficult for young adults who turn eighteen upon their return, as they are no longer eligible for government assistance.
2. Psychological Aspects of Reintegration
Addressing Trauma:
-
Engage qualified psychologists to help children process their traumatic experiences.
-
Use methods such as art therapy, cognitive behavioral therapy, or play therapy to support their recovery.
-
Children may feel fear, guilt, anger, or sadness about what happened during deportation.
-
Reassure them that these feelings are normal and support them in their emotional healing process.
-
It is essential for children to feel safe and know they are in an environment where they are fully protected from harm.
-
This requires clear rules, predictable behavior from adults, and stability in their surroundings.
-
Returning to familiar cultural and social traditions helps children reconnect with their sense of identity.
-
Praise and encouragement for their achievements can boost their self-esteem.
The presence of a psychologist is also essential during medical examinations and interviews. A psychologist can step in to pause the process if needed, address unethical behavior from others, or recognize when a child needs a break.
Barriers to receiving psychological help can include parents who distrust psychologists or a child’s reluctance to engage or open up. These factors must also be taken into account. At the same time, psychological support is equally important for parents. They often need emotional stabilization and guidance in communicating with their child to provide support during difficult moments and to avoid retraumatization.
Non-Discrimination
Children need ongoing psychosocial support within the communities where they live. This includes access to quality recreational activities, such as children’s camps, as well as healthcare and education. For example, if a child played soccer before the full-scale war, it is essential to ensure they can continue participating in such activities. This helps them return to a sense of normalcy and feel like simply Sofiia, Kateryna, or Serhii — rather than "a child who was rescued from occupation."
At the same time, it is crucial not to single out children based on their past experiences. Reintegration means becoming part of the community, forming new friendships, and building strong social connections. For this to happen, the child needs acceptance from their peers. However, it is important to recognize that all children, directly or indirectly, suffer from the consequences of war. Rehabilitation programs should therefore include all children in the community, serving as a unifying factor rather than one that divides.
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