Proceedings of the International scientific and practical conference ―British Ukrainian Academic Congress‖ (March 20-22, 2026) / Publisher website: www.naukainfo.com. - Liverpool, United Kingdom, 2026. - 183 p.

155 the lack of productive sleep because of night’s alarms and the necessity quickly to move to the shed with nearly a third feeling burned out ―very often‖ [13]. Added to that, students-starters have the typical trends of pervasive fatigue and burnout because of systematic blackouts, FPV , rockets and bomb enemy attacks day and night. According to the results of our empirical study, the negative impact on their mental health, well-being and levels of academic achievements has four root causes: Firstly, warfare lifestyle puts heavy burdens on their biology and cognition. Disrupt of their sleep has absolutely negative influence on their fitness, undermines their health and motivation to study, to acquire solid knowledge of psychology and other University scientific disciplines. Energy starts with biology. Every person is a biological system with its cognitive performance. When we suffer from the lack of sleep, stamina or stress the result is negative: there is the breakdown of that system. Poor diets leave them simultaneously overfed (street food) and undernourished, that undermine their everyday energy, because their food is fast and low-quality. Ultra-processed diets lead to energy that spikes and crashes, and subtle micronutrient deficiencies leave them tired all the time at professional psychology training without knowing why. Secondly, Ukrainian students live the era of Psychological Trauma and Energy Crisis. Non-stop psychological threats (bombing, FPV attacks, rocketing), ecological threats create barriers to building individual resilience levels [12;15;16;17]. What are the reasons ? Of further note, it is worth mentioning negative COGNITIVE aspects of warfare impact in more detail: • Chronic psychological stress (distress), anxiety, depression drains students’ bodies and their minds. In this respect, the so-called Cognitive Reserve [3;12;13;20] (ability to improvise and find alternative ways of achieving a cognitive goal ) are getting poor and worsening in 2-nd year students (two of three report feeling lack of skills and capacities in solving problems and coping with challenges).