CONCEPTUAL MODEL OF A SAFE ART ENVIRONMENT IN AN EDUCATIONAL INSTITUTION

The article scientifically substantiates and presents a conceptual model of a safe art environment of an educational institution as a holistic mechanism for minimizing the consequences of war trauma and promoting post-traumatic growth of the individual. The study is devoted to the transformation of the educational space into a therapeutic continuum for psychophysiological stabilization and post-traumatic growth of the individual, the relevance of which is due to the need to use art technologies as a strategic tool for humanitarian security and rehabilitation in war conditions. The developed model is based on the synergistic interaction of three vectors: conceptual-normative, architectural-spatial, and praxeological-technological. The conceptual-normative vector integrates state directives and a trauma-informed approach that reorients pedagogical interaction from academic control to empathic support and restoration of the child’s agency. The architectural-spatial vector, based on the principles of neuroarchitecture, sensory ecology and biophilia, considers the interior not as a passive background, but as an active factor in reducing cortisol and anxiety levels through the use of curvilinear forms, natural light and mobile zoning. The praxeological-technological vector covers a wide range of tools: from traditional crafts (ceramics, weaving, etc.) for sensory stabilization to immersive VR technologies and generative artificial intelligence, which allow for the safe externalization of traumatic experiences in a controlled digital environment. It is proven that the intersection point of these vectors forms a security continuum, where the creation of an aesthetic object becomes an act of cathartic purification and proof of the individual’s ability to act in conditions of external chaos. The practical significance of the model is confirmed by the analysis of modern cases, such as underground schools and smart shelters, which transform depressive technical zones into hubs of mental recovery. The findings emphasize the importance of teachers’ resilience as key facilitators of this environment.